Troubleshooting the Sports Machine (Global Sports Cultures, 1st Lecture)

Yesterday I gave my first lecture in Global Sports Cultures (Comparative Literature 100).  After teaching the course for the first time last year, I retooled the syllabus both to make the material more concrete by prioritizing certain figures and moments as primary focal points for each week’s studies and also to facilitate my making my lectures more accessible, and more interactive.  I also put lots of time into creating an interactive online course concept map as a resource for students looking to find more about particular facts, ideas, or personalities or to explore comparative connections from week to week.  It’s still in progress, but I’m including it here below because I think it could a very valuable tool, and I certainly have been learning a lot putting it together. The image below gives you an idea of what that looks like (each of those “Thought” boxes is clickable and contains more specific thoughts), but feel free click here if you want to explore the course concepts for yourself.

Screenshot 2015-09-15 07.47.23
The fact is, I vastly prefer small groups and open-ended discussion.  But, as I told the students yesterday, we are at the University of Michigan and our administration wants us to have a certain ratio of student credit hours per faculty position: so here we are, 172 of them and me.  I’m not there yet, but I’m trying to find ways to flip this beast.

My goal for the first week’s lecture was pretty simple: to get them to use their own experiences and feelings about sport together with the readings they’d already done in order to get to three ideas: 1) that sports may be understood as a machine for delivering certain positive effects; 2) that it may not be running as well as it could; 3) that this class was about developing certain diagnostic skills and tools to begin to troubleshoot and fix the sports machine.  To aid me in this process, I prepared a power point presentation (I know, I usually hate them to, especially giving them) with some video clips and images that I thought would provide more concrete and so impactful ways for them to think about the positive and the negative effects of the sports machine.

I’m always nervous on the first day, but was even more so yesterday because: 1) 172 adolescent students in a big auditoriums; 2) technology; 3) trying to persuade sports fans that thinking critically about sports won’t ruin their love of sports.  But I donned my professorial uniform of khaki chinos and a navy blazer, laced up my pink Chuck Taylors and bravely stepped into the arena.

10846070_10104613307546513_1680673271413630763_n

The sound didn’t work on the powerpoint videos, which in one case was truly disappointing to me, but I think I rebounded from that pretty well.  By 9 pm on the day of lecture, students are required to post to a course website one quote from their lecture notes and then to explain why they selected it.  These went up pretty quickly yesterday afternoon and I was very heartened to see that many, if not most, of the students had chosen the sports is a machine metaphor and explained the choice by confessing they’d never really thought about it that way (or even really thought negatively about sports—one of them reported that this was the first time taking a sports-related course at Michigan that he’d heard a professor refer to a negative side to sports) and expressing their excitement to roll up their sleeves, pick up their tools, and get under the hood.

You can see for yourself what you think here.  A couple of technical notes, I’m sorry that, as I said, the sound on some of the videos didn’t work.  I’ll figure that out before next week.  And I’m sorry also that the only images are of the power point slide (if anyone care about that).  I’m going to try to change that setting as well so we get both the slides and the classroom.  Lastly, I’m sharing this in part because I welcome feedback, whether from students or other individuals who might, if they were at Michigan, take a course like this or from other teachers.  If you have suggestions that aren’t too terrifying and don’t make me feel defensive, I will most definitely consider them.  So, please click the link below, and enjoy!

Trouble Shooting the Sports Machine (Lecture 1, Global Sports Cultures, September 14, 2015)

 

Why (and how to) Read CLR James on Cricket

clr-james-by-kayle-alder-610x401

What do they know of cricket, who only cricket know?

Over the past month or so, I’ve been reviewing my plans for Global Sports Culture, a course  I’ll be teaching for just the second time this fall. I knew there were some things I wanted to improve upon based on my first go round and so some changes I needed to make to the content and structure.  I’ve done a lot of that work, including create an interactive concept map which I’m going to share here once I’ve finalized it.

But for all the changes I’ve made (and there are many), one thing I knew early on that I wouldn’t change was the reading assignment for the first week’s lecture, in which I introduce students to the challenges, opportunities, and methods for studying global sports cultures. That’s a week where I want to entice a couple of hundred adolescent sports fans at a Big Ten university that reflecting upon their passion and the cultural objects that incite it can be a valuable thing: not only edifying, but pleasurable in its own right, and even, enhancing of the enjoyment they currently take in sports.  To aid me in this task I have recruited two different, short readings, both of which elegantly—though with different kinds of elegance—make the case for keeping our thinking brains working even as we let our feeling brains run riot in our encounters with sporting cultures.

Sports as Escape, Struggle, and Art

In their superb introduction to Blackwell’s A Companion to Sport, a comprehensive volume the two also edited, Ben Carrington and David Andrews—two of the most prolific and well-regarded sports studies scholars writing today—explain how the study of sports can move us past unhelpful dichotomous approaches to sport that either unsubtly trash it as a kind of opiate excess or naively adore it as a repository of proper values.  Instead, Carrington and Andrews encourage students of sports culture to think about sport

as an escape from everyday life whilst understanding that no cultural activity is completely autonomous from societal constraints, to examine sport as a form of cultural struggle, resistance, and politics whilst recognizing that it is also compromised by forms of commodification, commercialization, and bureaucratic control, and to consider sport as an embodied art form that is formed in relation to both intrinsic and extrinsic goals and rewards that sometimes over-determine the stated aims of the participants.

This is sport, in their words, as escape, struggle, and art.  We are to see not one or the other, but all three functions at once served in some way or another, though probably in different proportions, in every sporting event.  And, moreover, we are to see that sport’s ability to fulfill these three functions is constrained by the very condition that allows it to serve these functions: namely, that sport is a swatch in the social fabric.

U_48_939852047985_009

In this, Carrington and Andrews draw their inspiration from C. L. R. James who thought about sport, they write

as an activity that is simultaneously a space to which we escape for fun, relaxation, and enjoyment, a space charged with social significance and political possibilities for expressing who we are as individuals and the larger communities to which we belong, and as an embodied art form, a physically creative and aesthetic mode of being human, a world replete with all the ugliness and beauty, tragedy and joy, that resides within human society.

James, therefore, provides the second reading with which I begin my course.

For those unfamiliar with him, Cyril Lionel Robert James was, to put it simply, one of the most awe-inspiring cultural and political figures of the twentieth century. Novelist, playwright, philosopher, literary critic, historian, teacher, activist, journalist, cricketer and sports fan, James, who was born in 1901 in a small village in then-colonial Trinidad, lived, traveled and worked in Latin America, the United States, Africa, and England (where he died, in London, in 1989).  James is probably best known for The Black Jacobins, a definitive history of the Haitian revolution.  My personal favorite, for the record, is Mariners, Renegades and Castaways: The Story of Herman Melville and the World We Live In.  James presents Moby Dick as a prescient portrayal of the industrial and imperial might American would come to acquire in the century after the novel’s publication.  James wrote the book in the United States, while interned on Ellis Island as McCarthy’s HUAC investigated the activist work he’d done in Detroit. James believed the book would reassure his persecutors of his love for what he called “American Civilization.” It didn’t work.

Yet Mariners, Renegades, and Castaways, like all his writing, is imbued with extraordinary erudition, a breathtaking capacity to grasp as ambiguity not as an impediment to commitment, but as its precondition, and by an elegant style balanced by a teacher and activist’s commitment to clarity.  All this is in full force in Beyond a Boundary (1963), the work that inspired Carrington and Andrews (and before them several pioneering generations of students of sport and society).  Beyond a Boundary deftly mixes autobiographical recollection, historical analysis of West Indian decolonization, and reflection on the moral, aesthetic, cultural and political dimensions of West Indian cricket (here, by the way, is a documentary that was made of Beyond a Boundary in the late 70s).

Even this brief description probably explains how Beyond a Boundary complements Carrington and Andrews in helping get students to think about sports.  Because of time constraints, however, I can’t assign the entire work.  Instead, I ask them to read Chapter 1, called “The Window,” and the Preface.  Here I just want to share with you my way of reading the Preface, which is extremely brief and yet somehow, remarkably, already expresses in a kind of holographic magic, the whole of Beyond a Boundary and, for that matter, the whole of my course. In fact, it’s so brief that I can show it to you right here.

IMG_3146

Questioning

Now let me show you what we might make of it in class.  The first thing I notice is that James begins by telling us what this book is not: neither “cricket reminiscences nor autobiography.” This might seem curious since the book clearly includes both, and in great detail. So we have a puzzle right from the start: how do we make sense of this? James helps somewhat in the very next sentence, when he tells us what the book is, or rather—significantly—when he tells us what it is by telling us what it does: the book, he says, “poses the question [emphasized by italics] what do they know of cricket who only cricket know?”  The question, through its repetition of the terms, requires us to think about the relationship between cricket and knowing (which is to say, for my students, between sports and study).

Imagine that you are sitting with an alien from outer space during a Michigan football game on a Saturday afternoon in the autumn.  The alien has asked you to explain what you are witnessing together. How you choose to answer says a lot about what you know about football but also about what you think is important to know about football.  Would you identify the teams and the players?  Would you talk about where the players come from and how they came to be here? Would you mention that most of them are black? Would you talk about the individual fundamental skills and techniques they are exhibiting? The strategies and tactics employed by coaching staffs and players? The rules? The violence? The behavior of the fans? The history of the stadium? The relationship between what is happening on the field and the mission of the educational institution to which it is attached? The economic aspects?

If you imagine a sport (like cricket or football) as a country with a border clearly separating it from another country, then you might imagine that the best way to know that country would be to ignore everything on the other side of the border.  But James implies with his rhetorical question that to know that country you have to know what is not that country, what is on other side of the border.  But sports and countries aren’t the only things with borders.  Books and genres have them too, or at least we are used to thinking of them that way:  “cricket reminiscences” is a country, clearly separated from another country called “autobiography.”  So now, perhaps, we can see that with his opening line, James is rejecting those confining categories of thought.

Borders and boundaries.  Notice the title of James’s book: Beyond a Boundary.  In cricket, the word “boundary” refers to two things: 1) the edge of the playing field (like the homerun wall in baseball if it encircled the entire diamond and not just the 90 degree slice extending out from home plate); 2) a run scoring play in which the batsman hits the ball over the boundary (like a home run).  But, considering the emphasis James has already placed on crossing boundaries, the title itself echoes and expresses the central lesson: to know—not just cricket, not just sport, but anything—is to cross boundaries, which is to say, to travel (an image the importance of which James will emphasize momentarily).

It’s striking too that James presents this point as a question rather than simply stating: “those who only know cricket don’t really know cricket.” It’s striking, I mean that a proposition about knowledge and its limits should be posed in the form of a question.  For questions, as forms of discourse, are invitations to come to know, to do the traveling required to get to know.  In this sense, James seems to avoid the trap of illusory certainty.

However, the question is also a rhetorical question in two ways.  First, in the usual sense in which the question isn’t really or only a question but also a way of offering the answer: in this case, “nothing.”  But the question is rhetorical in another sense.   On one side we have “know-cricket” and on the other side we have “cricket-know.”  This structure actually has a name: chiasmus (pronounced “Kye-as-muss”).  It is named after the Greek letter chi (which looks like our “x”) because of the criss-cross pattern of the word repetition.
158px-Chiastic.svg

The symmetry of chiasmus offers a feeling of closure and a sense of completeness that can lead the listener or reader to feel that all aspects of an issue have been accounted for. This is part of what makes chiasmus effective as a figure of speech.  But if the chiasmus work partly because of the impression of completeness and the confidence it can impart to a listener or reader, what happens when a chiasmus takes the form of a question (as it does here)? And a question that challenges the assumptions we might have about the completeness of knowledge?

James’ ironical, rhetorical question doesn’t hold still while we pin one meaning, one answer to it. Just when we try to frame an answer, some solid ground we could stand on, protected by firm boundaries separating us from ignorance, it shifts. James seems simultaneously to be challenging the claims of knowledge that base themselves on the fixity of categorical boundaries and to be trying to inoculate that challenge against itself falling prey to the same trap.

James has very assertively set down a challenge regarding what it means to know a sport.  That’s an excellent way for us to begin a semester in which we too are studying sports.  So let me pause to go into greater detail here on this question of knowledge.

Knowing

James brings up knowledge twice in the Preface.  First, in the rhetorical question we just looked at, then again in the final sentence:  “To establish his own identity, Caliban, after three centuries, must himself pioneer into regions Caesar never knew.”  Though brief, this is a tricky, but very important, sentence.  In part, it’s tricky (at least for most of my students) because of the references to Caliban and Caesar and then doubly so because the references are employed metaphorically. So let’s just see who they were to begin with, then we can look at how they work as metaphors, and then finally we can tackle what it means that Caliban must go into regions unknown to Caesar.

Caliban is a character in the play “The Tempest,” written by William Shakespeare.  The play is set on a tropical island, where a European nobleman named Prospero has set himself as a ruler over the island’s native inhabitants, including Caliban, whom Shakespeare portrays as a kind of animal.  For example, in one scene, Prospero berates Caliban for ingratitude, reminding him that he didn’t even know how to speak until Prospero arrived and taught him.  Caliban’s sharp retort to this is that he wished he had never learned to speak, since the only good it has done him is that now he can curse Prospero for occupying his island and enslaving him.  Though “The Tempest” is not set on any actually identifiable island, Shakespeare wrote the play at a time when Europeans like himself were becoming familiar with reports from the English, Spanish and Portuguese men who explored and colonized the Americas, including the tropical islands of the Caribbean that we know today as the West Indies.  Some of these included descriptions of native inhabitants as barbaric and uncivilized cannibals.  Some scholars believe that the character of Caliban (whose name is almost an anagram of the word cannibal) is loosely based on these descriptions and that the play represents the European colonization of the West Indies.

Around the time that James was writing “The Window” numerous artists, intellectuals, and political leaders in the Caribbean who were dissatisfied with the effects of colonial rule on their native lands had seized on this idea and began to use Caliban as a symbol for themselves and their people.  Just as Caliban cursed Prospero in the language the latter had taught him, so these individuals claimed that the Caribbean people would have to dismantle the effects of colonialism by using the tools—meaning the language, ideas, and social institutions—imposed on them or their ancestors by their colonizers.  This process of dismantling the political, economic, cultural and psychological structures of colonialism is called “decolonization.”  And decolonization, in a word, is the metaphorical meaning of Caliban as James here employs the name in his Preface.

Caesar you may be somewhat more familiar with, perhaps by the name Julius Caesar. He was a Roman statesman and military leader who amassed popular power at home and expanded the territory under Roman control all the way to what is today England and Germany as a means of transforming the democratic Roman republic into the dictatorial Roman Empire.  As he did with the fictional character of Caliban, James is using the historical figure of Caesar as a metaphor: in this case, a metaphor for imperial rulers.  Through these metaphors, though Caliban is a fictional character created fifteen centuries after the death of Julius Caesar, James creates an image of a relationship between colonized (Caliban) and colonizer (Caesar).

Now, as I mentioned above, the “regions Caesar never knew” are metaphorical as well.  James isn’t necessarily talking about literal exploration of unknown territories.  We can tell from the context (the sentence immediately before this describes, autobiographically, the process by which certain ideas James first encountered as a boy in the West Indies could only be tracked down and tested when he’d gone to England) that these regions probably refer to regions of thought.  So the metaphor “regions Caesar never knew” means something like “thoughts or ideas that colonizers and imperial powers never knew.”  Caliban meanwhile, who is the colonized, will have to “pioneer” those regions, that is, to go beyond his colonizing rulers in order to discover these “regions” of thoughts and ideas, these bodies of knowledge, that they never knew.  And he must do this in order, James tells us, “to establish his own identity.”

So knowledge of ideas and the world, according to James, is inseparable from the process by which we come to form ourselves as distinct individuals with unique identities.  This is true for all of us, of course, but James is especially concerned with those, like himself, who grew up as colonized individuals within a colonial empire.  James reminds us that the very structures and dynamics of colonial society establish the ideas, customs, morals, and values of the colonial rulers as natural and superior, while the ideas, customs, morals and values of the natives are seen as strange and inferior.  It follows from this that within such a system the “best” that a native (or colonized) individual could become is something like an adequate copier of the colonizer’s superior way of life.  But in doing so, this individual must distance himself from his own native way of life as well as from the history of his land and his ancestors.  The result is a kind of unbearable duality of experience for such individuals one with serious and documented psychological effects:  among the colonizers he can only ever be a second-rate copycat, while among the natives he is an alien, a poser who has forfeited his native identity for a kind of second-hand foreign one.

When James speaks of Caliban establishing “his own identity” he means an identity that escapes from this lose-lose dichotomy.  Rather than either rejecting or trying to copy wholesale the ideas of the colonizer, Caliban can combine his unique experience and various acquired ideas in order to discover new thoughts and ideas and in this way “pioneer into regions Caesar never knew.”  Of course, we should keep in mind that the fact that Caesar “never knew” these regions doesn’t mean that Caesar never traveled to them. I’m not saying he did.  Just cautioning that given the rhetorical question with which James began, we should beware of conflating different sense of the word “know.”

Part of what makes this passage so powerful, in my opinion, is that in this sentence James (following from the preceding, autobiographical sentence) is using the metaphors to speak of himself and his own experience but in terms that render that experience more general: it becomes the possible experience of every colonized or formerly colonized person.  In this way, it is a kind of battle cry or slogan, meant to inspire others like himself to establish their own identities.

But even so, the other part of what makes this passage powerful, again in my opinion, is that it is built around metaphors drawn from European culture (Caliban and Caesar) and, specifically, from the history of conquest and colonization (including “pioneering” and “regions”).  These metaphors, in that sense, are European tools in two senses:  first because they come from European texts, and second because they are about European conquest and colonization.  You wouldn’t think such metaphors would be very promising raw materials for a sentence describing the process by which a colonized individual can free his or her mind, but James makes them just that.

To know is to travel and to travel, in this world, is always to go where someone else has already been. Whether they know where they have been is another, open question. And what we do in that encounter with the other person is yet another, also open question.

Oh yeah, and don’t forget, all of this begins with an ironic, rhetorically posed challenge to remember that if we only know cricket, then we don’t know cricket.  Is all of this, on knowing, and Caliban and Caesar and traveling all part of the response to that question? Part of its elaboration? Perhaps part of what we need also need to know if we are truly to know cricket is the history of colonization and the process by which native subjects try to free themselves of its influence by using the tools of colonization.  And this is because cricket—like language and Shakespeare and the history of the Roman empire—is one of those tools.  And to see the ways that cricket is more than cricket, or rather that cricket is also a means for political domination and political liberation (which is the subject of James’ book on cricket), is precisely to pioneer into regions Caeser never knew.

18x7mw1migpehjpg

Reasons #47-49 to support @theallrounderco

47. Because David Roth at The Classical thinks you should and he knows what’s what in the world of online sportswriting.  I know because he interviewed me yesterday for his own Kickstarted website for smart sports fans (a bit more journalistic and poetic than ours may turn out to be) and said some great things about us.

Here are a couple of excerpts:

48.

DR: What are the challenges of writing about this sort of thing within academia, and what about that experience made you want to take to the web?

YC: I’ve already mentioned that this sort of publicly accessible writing tends to be undervalued at many institutions. Moreover, among many academics, especially in the humanities (the case I know best), sports are viewed with disdain, as a kind of brutish populist phenomenon unworthy of scholarly examination. But it’s also the case that most of us teaching and conducting research in the field of sports studies can find ourselves somewhat isolated within our institutions, even when our work is supported and taken seriously. There are still very few departments of sports studies around the world.

This means that most of us have to venture outside our disciplinary home to find interlocutors. This can happen, sometimes, in our institutions as well as through the organization of panels at conferences. But the possibilities that an online, publicly accessible forum offers for collaboration and for informing ourselves and our readers about the great depth and range of work that others like us around the world are doing simply can’t be reproduced within the structure of the university and its publishing apparatus. And speaking for myself, a relative newcomer to the field of sports studies by comparison with many involved in the project, already in this early stage, the Allrounder has given me the opportunity to discover work I hadn’t realized existed.  

In this sense, the Allrounder is a resource. It’s like a big, awesome room someone can walk into to find that these great conversations among smart people on issues that I care about, not just as a fan, or as a sports studies scholar, but as someone who lives and cares about our world and the role of sports in it; who knows that sports isn’t just escapist entertainment but a critical experience through which billions of human beings around the world shape their images of themselves and their place in local, national, and global communities. At the Allrounder, we know this about sports because we count ourselves among those billions; and we address the sporting experience with respect and with a desire to understand—and to help others understand—it more deeply, ultimately with the hope that this understanding will empower us to shape our experience of sports more actively.

49.

DR: What do you envision as the thing that will make the Allrounder stand out from various other sports-y sites out there, and the thing that it will contribute to the conversation that other sites can’t? How will the money raised through the Kickstarter go to make that happen?

YC: Our contributors, mostly academics, dedicate enormous amounts of time to actual research and serious critical reflection on sports and that really makes a difference. But there’s more, because typically the time it takes to craft academic work and to publish it in traditional venues means that the work of scholars falls behind the curve of the topical.

At the Allrounder, the size of our pool of regular, rotating contributors counters this by allowing that same caliber of thought and writing to speak accessibly to issues in the world of sports that are happening right now, in real time. Then, the geographical and disciplinary diversity of that pool will make the Allrounder the only place where you can get a global perspective on sport from a variety of angles. Economists, historians, sociologists, literary and cultural critics, anthropologists, kinesiologists and others all see a different sporting universe. Their specific ways of seeing help bring different territories in the world of sport into sharper relief. No other site does this.

Typically, the kind of writing our contributors will be doing will not be recognized as legitimate by their institutions for the purposes of promotion and merit pay increases. In many institutions, there is still a prejudice that views with suspicion academic writing that is publicly accessible and unvetted by other academics. For our first year, while we get off the ground and transition to ad revenues, the money we are looking to raise through Kickstarter—besides supporting the infrastructure of the site—helps to make all this cool think-y stuff happen in much the same way that the money in medicine, law, and business helps attract academics in those fields to venture outside the university: by giving academics a tangible reward for the time and energy they will be dedicating to generating high quality content for the site.

So if you weren’t sold already, surely you now are aware that if you care about sports, or really just about our world at all, then The Allrounder is something you want to back.  Go to our Kickstarter page and do so now.

Reason #46 to Support @theallrounderco

46. Because if you do, you’ll be giving yours truly, Bad Prof, a sweet assist, just like Jimmy King of the University of Michigan’s legendary Fab Five!

So drop a dime today and then (because we’ve still got a long way to go) make sure that you spread the word so that your friends do too.

And while you’re thinking about us:

  1. check out our preview site
  2. follow us on Twitter
  3. Like our Facebook page

45 Reasons to Support The Allrounder

By now, most of you must know that I’m co-founding and co-editing a new online forum for thoughtful observers of sport: The Allrounder. If so, you also know that to raise funds for our launch and first year of operation, we’re in the midst of a Kickstarter campaign that will run until May 20. We are asking for $55,000 in donations. As usual for Kickstarter, if we don’t get it all, we get nothing. And if we get nothing, the world doesn’t get The Allrounder. So the stakes are high. Over the next month I’ll be using Between the Lines to hector, harass, badger, cajole, coax, persuade, boss, plead, beg, wheedle, entice, sweet-talk and otherwise try to force my readers and friends to kick in a few bucks to help us go live. If everybody does just a little bit, we can make it.

In case you’re already convinced: go to our Kickstarter page now.

Today, I offer a visual indicator of the caliber of content we’ll be running: a virtual library of selected works written by those who’ve already signed on to contribute their thoughtful, accessible perspectives, from a broad range of disciplinary angles, on the whole world of sport and its attendant culture. They are not just intelligent and informed thinkers, but superb storytellers eager to share their work with other scholars and, especially with a broader audience. How great would it be to have a single, free place online where you could go to read brief, accessible essays on topical issues in sports culture around the globe by the world’s leading sports culture intellectuals?  So peep this dazzling array and, if you care about sport and its role in shaping our world, you will surely feel as I do, that this is an exciting venture worthy of your support as well as that of your friends.

To make things easier, as you peruse the titles below, clicking on any of the book cover images will take you to our Kickstarter page.

Andrews Sports Stars

1
David L. Andrews
Sports Stars:
The Cultural Politics of Sporting Celebrity

Leonard After Artest

2
David J. Leonard
After Artest:
The NBA and the Assault on Blackness

David Andrews Michael Jordan, Inc. Corporate Sport, Media Culture and Late Modern America

3
David Andrews
Michael Jordan, Inc.
Corporate Sport, Media Culture and Late Modern America

bass not the triumph

4
Amy Bass
Not the Triumph but the Struggle
The 1968 Olympics and the Making of the Black Athlete

Coy Hoop Genius

5
John Coy
Hoop Genius:
How a Desperate Teacher and Rowdy Gym Class Invented Basketball

Aaron Baker Contesting Identities

6
Aaron Baker
Contesting Identities:
Sports in American Film

Boykoff Celebration Capitalism

7
Jules Boykoff
Celebration Capitalism
and the Olympic Games

Duru Advancing the Ball

8
N. Jeremi Duru
Advancing the Ball:
Race, Reformation, and the Quest for Equal Coaching Opportunity in the NFL

Collins Sport in Capitalist Society

9
Tony Collins
Sport in Capitalist Society:
A Short HIstory

Andrews Sport and Neoliberalism

10
David L. Andrews
Sport and Neoliberalism

Farred In Motion At Rest

11
Grant Farred
In Motion, At Rest:
The Event of the Athletic Body

Farred What's My Name

12
Grant Farred
What’s My Name?:
Black Vernacular Intellectuals

Alegi South Africa

13
Peter Alegi
South Africa and the Global Game

Pablo Alabarces Fútbol y patria

14
Pablo Alabarces
Fútbol y patria

Farred Long Distance Love

15
Grant Farred
Long Distance Love:
A Passion for Football

Goff Gold Medal Physics

16
John Eric Goff
Gold Medal Physics:
The Science of Sports

Goudsouzian King of the Court

17
Aram Goudsouzian
King of the Court:
Bill Russell and the Basketball Revolution

Krasnoff Making Les Bleus

18
Lindsay Krasnoff
The Making of Les Bleus:
Sport in France, 1958-2010

Little The Sports Show

19
David Little
The Sports Show:
Athletics as Image and Spectacle

Holman Canada's Game

20
Andrew C. Holman
Canada’s Game:
Hockey and Identity

Millward Global Football League

21
Peter Millward
The Global Football League:
Transnational Networks, Social Movements and Sport in the New Media Age

Morrow Sport in Canada

22
Don Morrow
Sport in Canada:
A History

Nadel Futbol

23
Joshua Nadel
Fútbol!:
Why Soccer Matters in Latin America

Raab The Global Game

24
Alon Raab
The Global Game:
Writers on Soccer

Martin Sport Italia

25
Simon Martin
Sport Italia:
The Italian Love Affair With Sport

Rowe Sport Culture and the Media

26
David Rowe
Sport, Culture and the Media

Bloom There You Have It

27
John Bloom
There You Have It:
The Life, Legacy and Legend of Howard Cosell

Simons Secret Lives of Sports Fans

28
Eric Simons
The Secret Lives of Sports Fans:
The Science of Sports Obsession

Blake Canadian Hockey Literature

29
Jason Blake
Canadian Hockey Literature

Bebber Violence and Racism in Football

30
Brett Bebber
Violence and Racism in Football

David L. AndrewsSport-Commerce-CultureEssays on Sport in Late Capitalist America

31
David L. Andrews
Sport-Commerce-Culture:
Essays on Sport in Late Capitalist America

Elsey Citizens and Sportsmen

32
Brenda Elsey
Citizens and Sportsmen:
Fútbol and Politics in Twentieth Century Chile

Gaffney Temples of the Earthbound Gods

33
Christopher Gaffney
Temples of the Earthbound Gods:
Stadiums in the Cultural Landscapes of Rio de Janeiro and Buenos Aires

Nichols You Only Get One Innings

34
Barry Nicholls
You Only Get One Innings:
Family, Mates and the Wisdom of Cricket

Trimbur Come Out Swinging

35
Lucía Trimbur
Come Out Swinging:
The Changing World of Boxing at Gleason’s Gym

Alegi Africas World Cup

36
Peter Alegi
Africa’s World Cup

Erdozain The Problem of Pleasure

37
Dominic Erdozain
The Problem of Pleasure:
Sport, Recreation and the Crisis of Victorian Religion

Hutchins Sport Beyond Television

38
Brett Hutchins
Sport Beyond Television:
The Internet, Digital Media and the Rise of Networked Media Sport

Ryall Philosophy of Play

39
Emily Ryall
The Philosophy of Play

Boddy Boxing

40
Kasia Boddy
Boxing:
A Cultural History

Vogan Keepers of the Flame

41
Travis Vogan
Keepers of the Flame:
NFL Films, Pro Football, and the Rise of Sports Media in America

Waterhouse Watson Athletes

42
Deb Waterhouse-Watson
Athletes, Sexual Assault and ‘Trial by Media’

Smith Sons of Westwood

43
Johnny Smith
Sons of Westwood:
John Wooden, UCLA, and the Dynasty That Changed College Basketball

Szymanski Soccernomics

44
Stefan Szymanski and Simon Kuper
Soccernomics

Young 1972 Munich Olympics

45
Christopher Young
The 1972 Munich Olympics
and the Making of Modern Germany

New UM Course: Comp Lit 100: Global Sports Cultures

Today I received the good news that the new course I designed — Global Sports Culture — was approved so that I will be able to offer it as Comparative Literature 100 in the Fall semester of 2014.  This gives me a chance to devote more of my teaching time to the topic of sports, to broaden my teaching repertoire beyond the culture of basketball, and it offers students who have been interested in, but unable to enroll in my Hoops Culture course, a chance to take a different sports-related course with me.  So please share this with anyone you think might be interested. Read more