Laura Gubby

Space frontiers for new pedagogies: a tale of constraints and possibilities

This article draws together two linked studies on formal teaching spaces within one university. The first consisted of a multi‐method analysis, including observations of four teaching events, interviews with academics and estates staff, analysis of architectural plans, and a talking campus tour. The second study surveyed 166 students about their perceptions of existing teaching spaces and dreams of ideal spaces, eliciting qualitative comments. Researchers used a comparative analysis of the data to generate themes. Academics and students held differing conceptions of space. For students, a functional view prevailed with teacher‐centred and dominant approaches (lectures, seminars, tutorials) constraining their imagination of fresh possibilities. Academics reflected on the limits and potential of spaces, surfacing more abstract concepts about familiarity, invisibility, space–time dimensions, territoriality and collegiality. The article explores the boundaries that space may place over imagined and alternative pedagogies, and concludes that familiar, computer‐networked and conventional spaces may re‐inscribe hierarchical, teacher‐centred approaches.

Mind the Gap: An Analysis of How Quality Assurance Processes Influence Programme Assessment Patterns.

This article explores the relationship between the lack of visible attention to formative assessment in degree specifications and its marginalization in practice. Degree specification documents form part of the quality apparatus emphasizing the accountability and certification duties of assessment. Ironically, a framework designed to assure quality may work to the exclusion of a pedagogic duty to students. This study draws on interview and documentary evidence from 14 programmes at a single UK university, supported by data from a national research project. The authors found that institutional quality frameworks focused programme leaders’ attention on summative assessment, usually atomized to the modular unit. The invisibility of formative assessment in documentation reinforced the tendency of modular programmes to have high summative demands, with optional, fragmented and infrequent formative assessment. Heavy workloads, modularity and pedagogic uncertainties compounded the problem. The article concludes with reflections about facilitating a more pervasive culture of formative assessment to improve student learning.

The influence of reputation information on the assessment of undergraduate student work

The present study employed an experimental design to examine the influence of knowledge of a student’s previous performance and the general quality of their writing style on the assessment of undergraduate student work. Fifteen sport and exercise physiology academics were asked to mark and give feedback on two final year undergraduate student essays. The first student essay that participants marked was a control essay. The second essay was the target essay. Participants read one of three student reputation profiles (positive, negative or neutral) prior to marking this essay. Kruskal–Wallis tests for difference indicated that the marks awarded to each essay did not significantly differ between the three student reputation conditions. Thematic analysis of the target essay also revealed no apparent differences in the way in which feedback was presented across the three student reputation profiles. It was therefore concluded that non-anonymous marking did not induce marker bias in this instance.

Sporting equality and gender neutrality in korfball

Abstract This paper explores the extent to which korfball can be considered egalitarian. The intention of this research was to use ethnographic methods to discover the ways in which gender was negotiated, challenged or recreated in a junior korfball setting and examine to what extent korfball provided an opportunity to promote gender egalitarianism. Analysis of the data incorporated a broad Foucauldian lens and subsequently revealed that sex equality was visible to some degree in the junior korfball space. From observations and interviews, it was clear that male domination was rarely evident when considering the vocal nature of the game, the physicality and competitiveness of players, or their general ability and skill, yet when interviewed players still constructed gender in traditional ways. Nevertheless, korfball was seen to offer a space where there were possibilities for sporting equality although the influence that the sport had beyond the court was less apparent.

Can korfball facilitate mixed-PE in the UK? the perspectives of junior korfball players

ABSTRACT Korfball was invented in a mixed Primary School in Amsterdam in the early 1900s [IKF (2006). Korfball in the Mixed Zone. KNKV; Summerfield and White (1989). Korfball: A Model of Egalitarianism. Sociology of Sport Journal, 6, 144–151]. The main catalyst for the development of korfball was a need for a competitive mixed sport that relied on cooperation and meant boys and girls could participate on a level playing field [Summerfield and White (1989). Korfball: A Model of Egalitarianism. Sociology of Sport Journal, 6, 144–151]. Previous research into gender in physical education (PE) has found that young people gain gender-related understandings through PE [Azzarito (2009). The Panopticon of PE: pretty, active and ideally white. Physical Education & Sport Pedagogy, 14(1), 19–39; Azzarito and Solomon (2009). An Investigation of Students’ Embodied Discourses in PE: A gender project. Journal of Teaching in PE, 28, 173–191; Azzarito and Solomon (2010). A Reconceptualization of PE: The intersection of gender/race/social class. Sport, Education and Society, 10(1), 25–47; Chalabaev et al. (2013). The Influence of Sex Stereotypes and Gender Roles on Participation and Performance in Sport and Exercise: Review and future directions. Psychology of Sport and Exercise, 14, 136–144; Wright (1995). A Feminist Poststructuralist Methodology for the Study of Gender Construction in PE: Description of a Study. Journal of Teaching in PE, 15, 1–24]. [Thorne (1993). Gender Play: Girls and Boys in School. Rutgers University Press] argues that to remove binary thinking and notions of hegemonic masculinity and femininity, PE lessons should promote equality between girls and boys, reflect cooperation and teamwork between all, and demonstrate to students that gender inclusivity is achievable. This paper will consider findings from a larger ethnographic study, in order to discuss how junior korfball players understand gender within their individual PE settings. It will also seek to discover whether players believe gender discourses can be negotiated in PE through the use of korfball. Players frequently referred to the limitations of their current PE experiences and suggested that the mixed element of korfball could provide opportunities for boys and girls to come together in PE. Players described how the structure of the korfball game reflects a need to use both sexes, which could improve mixed PE lessons. Players also discussed preconceived ideas about boys’ games and girls’ games, which led to problematic actions and interactions in current mixed PE settings. Findings suggest that embodied practices which demonstrate the abilities of girls, as well as boys, could lead to resistance of dominant discourses which reinforce gender difference and the physical inferiority of girls. They might provide a space which alters dominant discourse often reproduced in PE and sporting environments.