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This chapter is an exploratory study of women’s football in Goa during two defining periods in its history: 1975–1991 and 2017–present. Anchoring the analysis within the intersection of sport, gender, and decolonisation, the chapter aims to address the peripheralisation of women’s sport in academic work on sport in India. Examining the evolution of women’s football in Goa and the multifarious factors that stilted its advancement, this research demonstrates how the systemic challenges that have historically plagued women’s sport continue to hamper its progress. The chapter argues that the professionalisation of women’s sport is indispensable to unlocking its potential and doing justice to the players and other stakeholders who continue to pursue it despite manifold challenges.

The aim of this chapter is to explore the relationship between contemporary sport, social media, digital technology, and sexuality and to explore the historical context of sport and sexuality, before then outlining the decline of homophobia in recent years. Despite this decline, social media is one area where we still see the manifestation of homophobia.

This chapter synthesizes a range of academic literature to chart how – despite improving attitudes toward homosexuality in sport – abuse and discrimination is still prevalent on social media.

Eric Anderson's (2009) Inclusive Masculinity Theory has been the most useful theoretical apparatus to underpin the changing nature of sport, gender, and sexuality. While this has been used in a variety of sporting contexts, these are primarily focused on gay male athletes in the West. Accordingly, there is a gap in knowledge around the experiences of lesbian, bisexual, and trans athletes, as well as those outside of the Western context.

Although there has been some literature to document discrimination on social media, very little focuses specifically on the manifestation of homophobia. Accordingly, this chapter provides an important contribution by being one of the first to tie together the literature on improved cultural attitudes toward homosexuality while simultaneously focusing on the prevalence of discrimination on social media.

This chapter presents the opportunities, strategies, and challenges related to an effort to embed a leadership coaching culture into the culture of an academic institution in Nairobi, Kenya. That effort has been the work over the past several years of four Certified Organizational Effectiveness Coaches trained by Coach Development Institute of Africa. Each tells the story of how and why she moved into coach training and why she views coaching as key to driving social change. The chapter describes the strategies they are using to address opportunities they see and challenges they have encountered. The chapter also presents their preliminary thoughts on a coaching model influenced by both Western approaches and African cultural beliefs, values and attitudes.

My ‘lost project’ is captured in a recollection of a senior school ball, my final ethnographic encounter following 15 months of fieldwork in a middle class government high school, from which students barely get a mention in any of the publications stemming out of the overall project. Two questions are pursued in the paper, focused firstly on why students were ignored in the final rendering of my doctoral research and why I continued to continue to research student groups so actively right up to the end point of the project? Attributing this apparently contradictory set of circumstances to an anthropological commitment to holism that eschews the smallness of studies of groups and sites and fail to take account of broader socio-political contexts, the author is content enough in acknowledging that insights reported here would not have emerged without an ongoing commitment to an engaged holism throughout the whole of the project.

The research on Black underachievement is well documented. But the explanations posited as causes for this failure are problematic. They are reductive and fail to explain adequately the reasons for Black children’s underperformance. The wealth of research into Black underachievement is not matched by research into Black achievement, and explanations for this are equally flawed, as are policies designed to curtail underperformance. I argue in this paper that underachievement is the product of social and cultural forces, and success is dependent on all concerned in the educational development of the child, including the child, overcoming those forces and accommodating each other in order to provide the knowledge and skills necessary for success.