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Browsing by Author "Corlett, John"

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    Encouraging global citizenship amongst kinesiology students in higher education: a Canadian perspective
    (2021) Mandigo, James; Corlett, John; Sheppard, Joanna
    While 83% of Canadian universities identify global citizenship education as a top five priority and 97% provide opportunities for their students to participate in study abroad, only 3% of students take advantage in any given year. Faculty-led study abroad courses that are for-credit, short in duration, focused in a student’s disciplinary area of study, peer based, well supervised, and based on pre-established partnerships and relationships with local stakeholders can be effective in providing global citizenship education. This paper explores the facilitation of faculty-led international study abroad for those studying in kinesiology and related fields. We make eight recommendations based on having led hundreds of students in for-credit kinesiology courses in international settings over the past 20 years. These recommendations are: 1) engaging students in faculty research; 2) group dynamics; 3) preparation; 4) local partnerships; 5) decision-making and communication; 6) teachable moments; 7) preparing to return home; and 8) assessment as learning. These recommendations, while not exhaustive, are meant to provide colleagues with “insider information” based upon our collective experience.
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    Physical and health education curriculum and pedagogy
    (2021) Corlett, John; Linaker, L.; Mandigo, James
    Physical and Health Education nurtures in young people an integrated sense of motivation, confidence, and understanding of how to navigate the world healthfully through experiential learning. To do that, we teach in modern ways for modern children in modern schools with modern expectations for modern educational outcomes. Early humans living considerably more hostile and unpredictable hunter-gatherer existences had at least as compelling a need for their children to learn the values and skills required for them to survive and to thrive. The hunter-gatherer approach to fostering the knowledge required for their children to master a complex physical and social environment holds possible reminders about pedagogical and curricular strategies relevant to modern PHE. In this paper, we explore a back-to-the-future approach to creating experiential learning environments in PHE based on the wisdom of hunter-gatherer cultures and their approach to fostering learning about healthy lives among their young people.
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    The signal lost in the noise
    (2023) Corlett, John
    Purpose The case studies were examined in the context of a lack of confidence in what constitutes truth and knowledge. Design/methodology/approach A case study design taken examining specific instances where the emergence of populist political tactics in an unfettered media world has undermined public belief in what counts as knowledge and to cast doubt on the validity of the idea of truth. Findings From the examples used, it was seen that not just scholarship, but scholars themselves, found themselves under attack when presenting views that, however rigorously reasoned and supported by research fact, were deemed unacceptable by the extreme political right. Practical implications The knowledge creation purpose of universities is under threat and “business as usual” as a response will not address that threat. Originality/value This calls into question the future of universities and their professoriates in a post-truth world and asks what the academy can do to adapt to continue serve the common good when knowledge gives way to the powerful influence of the evidence-free rhetorical sound bite in the formulation of public policy and public opinion.