Girly Girls Can Play Games / Las Niñas Pueden Jugar Tambien: Co-Creating a Curriculum of Possibilities With Fifth-Grade Girls

By Kimberly L. Oliver, Manal Hamzeh, Nate Mccaughtry. 2009

140 citations recorded by the source corpus.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/124c4e8c5fc6cd7c87638084f96ac88923e29cab

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In Physical Therapy, Sports Therapy and Rehabilitation

In Safety Research

In Sociology and Political Science

Citations in the corpus

Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education (2014, methodology): “…subjectivities and identities are constructed by girls, i.e. ‘sporty’, ‘tomboy’, ‘normal’, ‘not sporty’, ‘girlie’, ‘Muslim girl’, ‘Danish girl’, ‘wild girl’ (Holroyd, 2002; Garrett, 2004; Hills, 2007; Oliver et al., 2009; With-Nielsen & Pfister, 2011) that subsequently influence their engagement.”
‘Are you listening?’: adolescent girls voice how they negotiate self-identified barriers to their success and survival in physical education (2013, background): “…Wright and King 1991), and transformation by involving and engaging students as active agents of change (e.g. Enright and O’Sullivan in press; Fisette 2011b; Oliver, Hamzeh, and McCaughtry 2009) have begun to shed light on the importance of student voice work in the context of physical education.”
Student-centred inquiry as curriculum as a model for field-based teacher education (2013, background): “…her previous research that focused on understanding how to learn to listen and respond to young people (Oliver 1999, Oliver and Lalik 2004a, 2004b, Oliver, Hamzeh, and McCaughtry 2009, Oliver and Hamzeh 2010), as well as her experiences with using inquiry-based approaches to teaching and…”
Exploring how girls navigate their embodied identities in physical education (2011, background): “…their bodies and compare themselves to their peers and the socially constructed idealized female body (Azzarito 2009; Azzarito and Solmon 2006a, 2006b, 2009; Azzarito, Solmon, and Harrison 2006; Oliver 1999, 2001; Oliver and Lalik 2001, 2004; Oliver, Hamzeh, and McCaughtry 2009; Scraton 1993).”
Towards an activist approach to research and advocacy for girls and physical education (2016, background): “Consequently they were able to work with teachers to transform these barriers in order to create more appropriate environments (Oliver and Hamzeh 2010; Fisette and Walton 2014) and opportunities for physical activity participation (Oliver et al. 2009; Enright and O’Sullivan 2012a).”