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Record W2603313199

Speaking Up and Speaking Out: Working for Social and Environmental Justice through Parks, Recreation, and Leisure

2012· article· en· W2603313199 on OpenAlexaboutno aff
Randolph Haluza‐DeLay

Bibliographic record

VenueJournal of Leisure Research · 2012
Typearticle
Languageen
FieldSocial Sciences
TopicUrban, Neighborhood, and Segregation Studies
Canadian institutionsnot available
Fundersnot available
KeywordsRecreationInjusticeSociologyLeisure studiesPublic relationsSustainabilityPolitical sciencePsychologySocial psychologyLaw
DOInot available

Abstract

fetched live from OpenAlex

Speaking Up and Speaking Out: Working Social and Environmental Justice through Parks, Recreation, and Leisure edited by Karen Paisley and Daniel Dustln Sagamore Publishing LLC, 2011This book should be part of every park, recreation, and leisure programme, and central in the continuing education of parks, recreation, and leisure (PRL) professionals. It's that important a topic, and that well created a book. Parks move- ments typically began in order to provide access to all strata in society. Now we face mounting social inequality. Addressing problems of social equity and envi- ronmental sustainability is key to high quality of life now and into the future. It is also, of course, a question of fairness. Reams of research have shown that environ- mental degradation is associated with social injustices and inequality. Speaking Up and Speaking Out superbly demonstrates how to and why to work for social and environmental in the parks, recreation, and leisure field. It is also the rare book that is accessible to all levels from undergraduate to seasoned professional.Speaking Up and Speaking Out starts with personal accounts of emerging aware- ness of social inequality. Later sections move into practical yet well-researched accounts of justice and sustainability work in various types of PRL practice. The book is organized in three sections: Know Thyself, Those We Serve, and Serv- ing without Othering. With this framework, the editors demonstrate that service can be imposition and reproduce injustice unless it is done carefully and with full knowledge of one's presumptions and the lived experience of recreation partici- pants.Diane Samdahl's chapter illustrates most of these features. In What Can 'American Beach' Teach Us? Samdahl writes about the growth of a resort town that took over an historic African-American community on the Florida coast. Un- til I accidently learned about American Beach, I had never paired the history of the recreation movement with the parallel history of enforced segregation that prevented a large segment of our population from accessing public parks and rec- reation facilities (p. 83). The case is well explained and accompanied by Sam- dahl's honest appraisal of her lack of knowledge which she then uses to talk about privileged status as a white person. The chapter starts with race and ends with social class and a variety of dimensions of inequality are highlighted.While appropriate undergraduates, the book will also push long-time prac- titioners to new attention to social disadvantages and their personal and profes- sional involvement. The chapters sequence in such a way as to scaffold a learning process. Each chapter also ends with five or so questions discussion in a class or that can serve professionals as checkpoints on their practice. Chapters often refer to other chapters, meaning the book comes across as a collective effort. Readers should be aware, however, that the book is entirely North American. Race features prominently in many chapters, although the U.S. and Canadian experiences on this topic are quite different. Other facets of social disadvantage, inequality, and environmental degradation are also featured throughout.The chapters rarely point fingers; this is not a book that guilt trips readers. The authors take pains, as Samdahl did, to recount their own stories. Whether it is from the vantage of social privilege (such as an elite professor) or someone who has personally experienced racism, homophobia, or other discrimination, the personal accounts and scholarship are well integrated in accessible writing. Editors Dustin and Paisley are to be praised their leadership in crafting such a well-modulated collection.One of the chapters most often referred to by other contributors is Erin Sharpe's Are You Awake Yet? Sharpe details the conscientization process of learning about, internalizing, and acting on social differences, discriminations, and one's own place in the world. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.005
metaresearch head score (Gemma)0.001
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.442
Threshold uncertainty score0.999

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0050.001
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0020.000
Scholarly communication0.0000.001
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.271
GPT teacher head0.450
Teacher spread0.179 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designObservational
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations29
Published2012
Admission routes1
Has abstractyes

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Same venueJournal of Leisure ResearchSame topicUrban, Neighborhood, and Segregation StudiesFrench-language works237,207