ABSTRACT
This chapter builds on a recent shift towards a democratisation of 'sport' that includes other practices, experiences and institutions and is not limited to exercise, physical activity, movement and dance. It suggests that any form of academic 'othering', any academic hierarchies or binaries, are unproductive in developing knowledge of sport, leisure and physical cultures. In turning towards the affective repertoires, the chapter develops an embodied, corporeal curriculum predicated in relational ontologies and to advance students' understandings of the concepts that already emerge across research-led teaching – around governance, neoliberalism, Foucauldian analysis, technicity, consumer culture. Ground within a feminist communitarian ethic/praxis, the chapter reflects on pedagogical approaches that, we believe, can aid in opening up the critical potentialities of the field, promote democratic knowledge, and ensure curricula as spaces for praxis, vibrancy, innovation, critique, debate and equality. A slow curricula centred on democratic values, identities and practices, can be a space for students to embrace pedagogical encounters as spaces of dialogue.
