"Letters to an Early Career Academic": Learning from the Advice of the Physical Education and Sport Pedagogy Professoriate

Autor/inn/en	Enright, Eimear; Rynne, Steven B.; Alfrey, Laura
Titel	"Letters to an Early Career Academic": Learning from the Advice of the Physical Education and Sport Pedagogy Professoriate
Quelle	In: Sport, Education and Society, 22 (2017) 1, S.22-39 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Enright, Eimear)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2016.1257483
Schlagwörter	Physical Education; College Faculty; Letters (Correspondence); Mentors; Universities; Dialogs (Language); Discourse Analysis; Conferences (Gatherings); Interpersonal Relationship; Novices; Educational Philosophy; Social Capital; Self Concept; Professional Identity; Neoliberalism; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Fakultät; Brief; University; Universität; Dialog; Dialogs; Dialogue; Dialogues; Diskursanalyse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungsphilosophie; Erziehungsphilosophie; Sozialkapital; Selbstkonzept; Neo-liberalism; Neoliberalismus; Ausland; Australien
Abstract	Taking our lead from Rilke's "Letters to a Young Poet," this project represents our attempt to stimulate dialogue between 30 physical education and sport pedagogy (PESP) early career academics (ECAs) and 11 PESP professors. First, the ECAs were invited to write a narrative around their experiences as PESP ECAs. Second, a narrative analysis was undertaken and three composite ECA letters were constructed. Third, these letters were shared with the professoriate, who were each invited to write a letter of response. Finally, six of the professors participated in a symposium, which focused on the letters. The professors' letters and the transcripts of the symposium constitute the dataset for this paper. While the larger project engages with ECA voices this paper focuses on how the professors construct the university and PESP and the implications of these constructions for how they advise and mentor ECAs. Theoretically, we recruit the work of Pierre Bourdieu, and nascent ideas about mentoring, to challenge our interpretive complacency, and help us think in generative ways about the data. Our analysis engages with three broad themes: constructions of the university; constructions of PESP; and constructions of self. Findings suggest that while much of the professorial advice might be interpreted as targeted towards the development of more accomplished neoliberal subjects, there was some evidence of a more radical, collegial mentoring of sorts, through advice that foregrounded strategies of resistance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01