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Scholarship Physical Education Let’s get critical… Using a Critical Process Model Lorna Gillespie and Sue McBain

Scholarship Physical Education Let’s get critical… Using a Critical Process Model Lorna Gillespie and Sue McBain. Our Critical Analysis Process. What?. Describe Identify Assumptions Identify Sociological themes Identify and explain hegemonic social relationships Consequences

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Scholarship Physical Education Let’s get critical… Using a Critical Process Model Lorna Gillespie and Sue McBain

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  1. Scholarship Physical Education Let’s get critical… Using a Critical Process Model Lorna Gillespie and Sue McBain

  2. Our Critical Analysis Process What? Describe Identify Assumptions Identify Sociological themes Identify and explain hegemonic social relationships Consequences Take Critical Action Making meaning from the what? So What? Now what? McBain and Gillespie (2006)

  3. Task: Use the Critical Analysis Model to critically analyse a Fitness Craze. Have a look at the picture and the description on the next slide of this particular form of fitness ‘work-out’. Now work through the Critical Analysis Process. Developed by Lorna Gillespie and Sue McBain

  4. Stiletto Strength “Don't be fooled by the name--walking around in 4-inch heels is the way many women around the world tone their legs, now it just happens to be in a class. Stiletto Strength is the newest class offered at Crunch Fitness Gyms across the U.S. The first 30 minutes are spent strengthening the core area of the body and building posture using Pilates-like movement. The last 15 minutes are reserved for strapping on the high heels. Ladies strut around to pop music, swaying their hips and prancing like supermodels. Believe it or not, the class helps strengthen feet, thighs, knees, calves and ankles”. Developed by Lorna Gillespie and Sue McBain

  5. Step 1 - Describe What can you see in the picture? What’s happening in the picture? What do you notice? Who can you see? Who’s missing from the picture? What are the expressions on their faces? Describe what they doing / wearing? How is the picture constructed or created? What is the picture saying to you? What messages? What is the intention or aim of this picture? WHAT Developed by Lorna Gillespie and Sue McBain

  6. Step 2 – Identify Assumptions What assumptions have people made in this picture? What assumptions have been made about… gender, femininity, sexuality, bodies, fitness, business Making meaning from the WHAT Developed by Lorna Gillespie and Sue McBain

  7. Step 3 - Identify Sociological themes • Identify and define the sociological themes and knowledge which apply to this critical analysis • E.g. • Gender - femininity, stereotypes, social construction • Commodification of bodies, sexuality. • Fitness as business and/or entertainment • Body as a machine - technocentricity • Body as a project • The role of the business and the media in constructing all of the above Making meaning from the WHAT Developed by Lorna Gillespie and Sue McBain

  8. Step 4 - Identify and explain hegemony Explain the power relationships/hegemonic social relationships identified in the picture. Discuss and explain the following: Why is ‘fitness’ being portrayed in this way Whose interests are being served or advantaged? Why or why not? What is it about society that maintains and reinforces this? Why do people want to maintain this power relationship? This stereotype/ belief exists in society because….? Whose interests are NOT being served or who is disadvantaged? Why or why not? What is it about society that maintains and reinforces this? Why do people want to maintain this power relationship? This stereotype/ belief exists in society because….? Making meaning from the WHAT Developed by Lorna Gillespie and Sue McBain

  9. Step 5 - Consequences Having established the existence of hegemonic relationships, what is (are) the impact / influences / consequences of these power relationships / inequities / social injustices on self, others and society? SO WHAT? Developed by Lorna Gillespie and Sue McBain

  10. Step 6 – Critical action What needs to change? Does anything need to change? Why? Why not? How can I contribute to that change? What can we / I do to change this inequity / view?? NOW WHAT? Developed by Lorna Gillespie and Sue McBain

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