In the 1960s, Bruce Kidd was one of Canada’s most celebrated athletes. As a teenager, Kidd won races all over the globe, participated in the Olympics, and started a revolution in distance running and a revival in Canadian track and field. He quickly became a symbol of Canadian youth and the subject of endless media coverage. Although most athletes of his generation were cautioned to keep their opinions to themselves, Kidd took it upon himself to speak out on the problems and possibilities of Canadian sport. Encouraged by his parents and teammates, Kidd criticized the racism and sexism of amateur sport in Canada, the treatment of players in the National Hockey League, American control of the Canadian Football League, and the uneven coverage of sports by the media – and he continues to fight for equity to this day. After retiring from his career as an athlete, Kidd became a well-known advocate for gender and racial justice and an academic leader at the University of Toronto. Depicting a Canadian sport legend’s journey of joy, discovery, and activism, this memoir bears witness to the remarkable changes Bruce Kidd has lived through in more than seventy years of participation in Canadian and international sports.
Canadian sports were turned on their head during the years between the world wars. The middle-class amateur men's organizations which dominated Canadian sports since the mid-nineteenth century steadily lost ground, swamped by the rise of consumer culture and badly battered and split by the depression. In The Struggle for Canadian Sport Bruce Kidd illuminates the complex and fractious process that produced the familiar contours of Canadian sport today -- the hegemony of continental cartels like the NHL, the enormous ideological power of the media, the shadowed participation of women in sports, and the strong nationalism of the amateur Olympic sports bodies. Kidd focuses on four major Canadian organizations of the interwar period: the Amateur Athletic Union, the Women's Amateur Athletic Federation, the Workers' Sport Association, and the National Hockey League. Each of these organizations became focal points of debate and political activity, and they often struggled with each other - each had a radically different agenda: The AAU sought `the making of men' and the strengthening of English-Canadian nationalism; the WAAF promoted the health and well-being of sportswomen; the WSA was a vehicle for socialism; and the NHL was concerned with lucrative spectacles. These national organizations stimulated and steered many of the resources available for sport and contributed significantly to the expansion of opportunities. They enjoyed far more power than other Canadian cultural organizations of the period, and they attempted to manipulate both the direction and philosophy of Canadian athletics. Through their control of the rules and prestigious events and their countless interventions in the mass media, they shaped the dominant practices and coined the very language with which Canadians discussed what sports should mean. The success and outcome of each group, as well as their confrontations with one another were crucial in shaping modern Canadian sports. The Struggle for Canadian Sport adds to our understanding of the material and social conditions under which people created and elaborated sports and the contested ideological terrain on which sports were played and interpreted. Winner of the North American Society for Sports History (NASSH) 1997 book award
During more than forty years, Bruce Kidd has combined careers as an internationally ranked athlete, coach, sports administrator, professor and dean with critical scholarly and popular writing about sport, often on the issues in which he has been directly involved. Frequently calledthe conscience of Canadian sport he defines his perspective as that ofcritical support : while he can be savage about the inequalities and abuses of power in contemporary sport, he seeks to reform sports so that many more people can enjoy their potential benefits.This book provides a sampling of Professor Kidds scholarly writing. The issue begins with Kidds reflection on the ways in which ‘sport is constituted by ‘society and a lifetime of simultaneous scholarship and intervention. The rest of the issue is organized around three themes: the Canadian sport system, the Olympic Movement, and hisrecovery projects historical writing that brought long-forgotten earlier initiatives and episodes back into public understanding. In each case, Kidd provides a brief introduction of 1000-1500 words that sets the context for the original article and provides an update on the subject matter.This book was previously published as a special issue of Sport in Society.
Educating the Body presents a history of physical education in Canada, shedding light on its major advocates, innovators, and institutions. The book traces the major developments in physical education from the early nineteenth century to the present day – both within and beyond schools – and concludes with a vision for the future. It examines the realities of Canada’s classed, gendered, and racialized society and reveals the rich history of Indigenous teachings and practices that were marginalized and erased by the residential school system. Today, with the worrying decline in physical activity levels across the population, Educating the Body is indispensable to understanding our policy options moving ahead.
This book focuses on the major social and political forces that have shaped the ways in which sport has been understood, organized, and contested in an effort to engender social change. Integrating the history of international development with the history of modern sport, the authors examine the underpinnings of sport-for-development from the mid-19th through the early 21st centuries. Including both archival research and extensive interviews with more than 15 individuals who were central to the institutions and movements that shaped sport as a force for development, this book will be of particular interest to the growing number of scholars, students, practitioners, advocates and activists interested in the possibilities and limitations of sport-for-development.
When Louise joins her friend's soccer team, she finds the coach thinks winning is everything. But the team shows the coach that winning isn't as important as lefting everyone play the game.
Young Domingos is prevented from playing hockey on the vacant lot near his home by bad-tempered Mr. Sheppard. Then Ken Dryden arrives and saves the day. Domingos and all his friends play the most exciting game of their lives.
What do you do when someone takes all the fun out of playing the game? When Louise joins her friend's soccer team, she finds the coach thinks winning is everything. But the team shows the coach that winning isn't as important as letting everyone play the game. Who's A Soccer Player is a story about kids who know the true value of sport, and who teach that value to the adults around them.
For those ready to participate in making transformative changes, Transforming Undergraduate Education provides evidence and case studies that suggest how steps can be taken and progress made. For those who are currently leading their campuses through a change in culture, this book offers support and encouragement. And for those who are pausing—looking positively but cautiously at what needs to change—at the prospects and challenges that may be encountered, Harward and the collection of authors offer an invaluable and innovative resource. Given the intensity of interest regarding the “problems in higher education,” Harward notes how the systemic sources of those problems are infrequently addressed and even rarer is the offering of solutions or suggestions for positive actions. Harward and his colleagues see the achievement of this book as doing both—understanding the problems and offering solutions. The book assembles the voices of leaders, scholars, practitioners, critics and others committed to higher education; collectively they combine theoretical considerations with analyses of fundamental issues related to learning and liberal education. The resulting arguments, theories, and evidence are sufficient to encourage significant—transformative—changes in higher education. Contributors offer examples of campus initiatives that document such changes, from directional nudges to major shifts of emphases and resources—from theoretical arguments to case studies and practices that suggest and guide constructive steps in efforts at change.
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