At the Buzzer: Parting Shots on Communication and Sport

In his final editorial essay, founding Editor-in-Chief Lawrence Wenner speaks to the successes of the Communication & Sport project as a disciplinary endeavor over its first 10 years. In handing over the editor’s baton to Andrew Billings and Marie Hardin, Communication & Sport is in good hands with the continued support of SAGE Publishing, the sponsorship of a set of scholarly societies, and a growing global scholarly community. Still, communication and sport, as an interdisciplinary scholarly endeavor, has been challenged by competing epistemological perspectives from pragmatic to critical. There is much evidence of implicit and explicit endorsement of a “received” view of sport in line with Coakley’s notion of the “Great Sports Myth.” Caution is advised as research from this vantage point often too eagerly receives sport as a naturalized state-of-affairs worthy of supporting and growing in an agenda focused on advancing the effectiveness and reception of sport communication in the marketplace. The essay closes with the need for a reckoning about the objectives of communication and sport as a scholarly space by reiterating reminder that today’s mediated world is ultimately “all about power.”

Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives

In times of geocultural subalternization of knowledge and education, English language teaching (ELT) is torn between subalternizing policies and subjectivating practices. Within this context, ELT teacher educators face policies and discourses aimed at framing their teaching practices, professional lives, and research agendas. However, at the same time, they are expected to engage in practices and processes that allow for personal adaptation and social change. Amid this ambivalence, this reflection paper makes a call to decolonize ELT in Colombia. To this effect, this paper reviews some basic epistemological perspectives such as colonialism and decolonial studies. Then, it proposes the decolonization of ELT, along with a grammar of decoloniality based on discursive alternatives about power, knowledge, and being with the potential of bringing about a transformative teacher subjectivation. The main conclusion is that the Colombian ELT community needs to first deconstruct dominant structures and strategies that enact epistemic and cultural dominance of the global north, and then construct alternative discourses and practices that acknowledge and disseminate the singularities of its knowledge and culture.

A scenic walk through Brenner’s New Urban Spaces in Toronto

This article reviews Brenner’s most recent monograph, New Urban Spaces, in which he demonstrates his systematic and decades-long effort into developing new epistemological perspectives, conceptual proposals, and methodological strategie for urban investigation in our so-called global ‘urban age’. We use images taken in the city of Toronto to interpret and visually explain some of Brenner’s key concepts and arguments. In our critical assessment, we point out that Brenner’s abstract theorizing and overgeneralization may have provoked an ignorance of the local variations in effect globally and a failure to tease out specific testable hypotheses for urban investigation. To conclude, we introduce a newly developed scenic approach, one that extends Brenner’s view on the urban by stressing the importance of local variations and testable hypotheses.

Enhancing Researcher Reflexivity About the Influence of Leading Questions in Interviews

Interviewing is the most frequently used qualitative research method for gathering data. Although interviews vary across different epistemological perspectives, questions are central to all interviewing genres. This article focuses on the potential for the wording of interview questions to lead and unduly influence, or bias, the interviewee’s responses. This underacknowledged phenomenon affects the trustworthiness of findings and has implications for knowledge claims made by researchers, particularly in research that aims to elicit interviewees’ subjective experience. We highlight the problem of the influence of interview questions on data; provide a typology of how interview questions can lead responses; and present a method, the “cleanness rating,” that facilitates reflexivity by enabling researchers to review and assess the influence of their interview questions. This clarifies the researcher’s role in the production of interview data and contributes to methodological transparency.

Building sustainable global collaborative networks: Recommendations from music studies and the social sciences

Global collaborative networks have been established in multiple fields to move beyond research that over-relies on “WEIRD” participants and to consider central questions from cross-cultural and epistemological perspectives. As researchers in music and the social sciences with experience building and sustaining such networks, we participated in a virtual symposium on February 7, 2021. to exchange knowledge, ideas, and recommendations, with an emphasis on developing global networks to investigate human music-making. We present 14 key take-home recommendations, particularly regarding 1) enhancing representation of researchers and research participants, 2) minimizing logistical challenges, 3) ensuring meaningful, reproducible comparisons, and 4) incentivizing sustainable collaboration and shared research practices that circumvent research hierarchies. Two overarching conclusions are that sustainable global collaborations should attempt shared research practices including diverse stake-holders, and that we should fundamentally re-evaluate the nature of research credit attribution.

Applied Epistemology

In this chapter, Jennifer Lackey shows how applied epistemology brings the tools of contemporary epistemology to bear on particular issues of social concern. While the field of social epistemology has flourished in recent years, there has been far less work on how theories of knowledge, justification, and evidence may be applied to concrete questions, especially those of ethical and political significance. Lackey highlights the seven areas that will be the focus of the volume: epistemological perspectives; epistemic and doxastic wrongs; epistemology and injustice; epistemology, race, and the academy; epistemology and feminist perspectives; epistemology and sexual consent; and epistemology and the internet. She then offers a brief overview of each chapter.

Gateways to accessing powerful RE knowledge: a critical constructive analysis

This article examines the conditions for designing an epistemologically grounded teaching about religions through an identification of what knowledge is central to the subject of Religious Education (RE). A starting point for the analysis is a discussion of Michael Young's well-known concept of powerful knowledge, as a possible platform for developing an approach for how a knowledge base in the subject could be identified. The concept of powerful knowledge is shown to be relevant for how epistemological perspectives can be considered in relation to an analysis of the subject's knowledge base. Such an analysis is carried out, and the concept of threshold concepts is introduced to develop a broader and sharper theoretical framework, at the same time as Young's approach becomes the subject of a more in-depth discussion. The presentation leads to a discussion of various considerations relevant to an analysis of how a powerful RE knowledge may be understood.

Centralizing informal work, complexifying inclusion, decolonizing labour law

The article demonstrates how labour regulation is implicated in the process of coloniality, by complexifying the idea of inclusion of informal workers in Brazil. It draws a theoretical and empirical framework to informality, connected to dissident epistemological perspectives, and investigates inclusion from there. The outcome is a critique of the ambiguous ways labour law conceptualizes inclusion and a call for its decolonization.