Kimberly L Oliver
Datos Biográficos
| ID | 4983349 |
|---|---|
| NOMBRE | Kimberly L Oliver |
| NOMBRES | Kimberly L |
| APELLIDO | Oliver |
| FIRMA | OLIVER K L |
| AFILIACIONES | New Mexico State University |
| ORCID | 0000-0001-6017-7420 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAS | 76 |
| TOTAL COMO AUTOR | 22 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1999 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
‘The enemy was within
This study implements the Activist Approach to support the young players of a girls’ football team in analysing the challenges that condition their sports practice, with the aim of negotiating them and, if possible, overcoming them. In the field of sport, especially in traditionally male-dominated sports such as football, women still face sociocultural and personal barriers that perpetuate existing gender inequalities. Drawing on poststructuralis…
‘Even with the craziness, it worked’
Background As one pedagogical approach, an Activist Approach to teaching offers a structure for inquiry-oriented, learner-centered processes for context-specific educational endeavors (Oliver and Kirk [2015]. Girls, Gender, and Physical Education: An Activist Approach. New York: Routledge). With its four critical elements of student-centered pedagogy, attentiveness to issues of embodiment, inquiry-based learning centered in action, and listening …
‘I don’t know how to explain it’
In dance settings and particularly with ballet, historical precedence reveals settings where dancers are seen and not heard, expected to perform with assumed norms, and perceived as objects for manipulation and/or empty receptacles to fill. To respond to calls for new routes forward in dance, the Activist Approach to teaching offers one organizing theoretical lens to frame student-centered practices in movement settings and to enter conversations…
Challenges of implementing an Activist Approach with a young women’s football team
Background The Activist Approach is a pedagogical approach that includes a wide range of possibilities to understand girls’ needs during their physical activity practice. However, the teachers or coaches who implement this approach must be aware that in the process they will face multiple challenges, such as managing the uncertainty generated by the transfer of power to the participants or the critical reflection on their own beliefs and practice…
Getting ‘more and more comfortable’
Background Despite the value dance can bring to people’s lives, many physical educators find dance intimidating (Goodwin [2010]. “Dance is Not a Dirty Word.” Strategies 24 (1): 10–12.). Teachers’ self-consciousness becomes problematic if they negotiate this discomfort by omitting dance as a movement option (MacLean [2018]. “Teachers as Agents of Change in Curricular Reform: The Position of Dance Revisited.” Sport, Education and Society 23 (6): 56…
‘ Can we play the real sport?’ Co-creating a student-centered after-school sports club
Background : For years, physical activity settings had portrayed a discourse that does not allow to add new and different elements in its practice. This discourse established a status quo that has affected in many ways the structure, the pedagogy and practice of physical activity settings. This is the case of out-school programs.Purpose : The purpose of this paper is to understand the process of co-creating an after-school sports club implementin…
Pupils’ Motivational and Emotional Responses to Pedagogies of Affect in Physical Education in Scottish Secondary Schools
This paper reports on the findings of two studies concerned with pupils' motivational and emotional responses to pedagogies of affect in physical education in Scottish secondary schools. Pedagogies of affect explicitly focus on learning in the affective domain, or what is known in Scotland's Curriculum for Excellence (CfE) as 'personal qualities'. Personal qualities include motivation, confidence and self-esteem, determination and resilience, res…
The collision of two worlds’
Social aspects among Mexican society are based on gender hierarchy influencing every decision-making process. I was taught from a young age that every decision needed to come from me. While I had the opportunity to learn an activist approach to working with youth during my doctoral journey, I never thought it would challenge the epistemology of my personal and professional life. An activist approach is based on critical and feminist pedagogies. A…
I became a teacher that respects the kids’ voices’
Several studies demonstrate the benefits of educating for social justice in physical education teacher education programs [O’Sullivan, M. (2018). PETE Academics as public intellectuals and activists in a global teacher education context. Physical Education and Sport Pedagogy, 23(5), 536–543], which supports that pre-service teachers (PSTs) have the capacity to be active agents of change. In working with social justice, PSTs engage in what can be …
Go for it Girl’ adolescent girls’ responses to the implementation of an activist approach in a core physical education programme
This paper reports on the responses from adolescent girls to the use of an activist approach (Oliver, K. L., & Kirk, D. (2015). Girls, gender and physical education: An activist approach. London: Routledge) by their teachers over the course of one school year during their core physical education lessons. The study took place in four secondary schools in different areas of Glasgow city. Approximately 110 girls aged 13–14 participated in this study…
Developing teachers’ pedagogical identities through a community of practice
This collaborative self-study explores how educators’ pedagogical identities developed in the process of learning to use a Student-Centered Inquiry as Curriculum (SCIC) approach in activity settings within a community of practice (CoP). Participants included a university professor, college instructor, postdoctoral student and doctoral student. Data included 16 weekly field notes and debriefings following observations, teacher artifacts, 16 weekly…
Getting more comfortable in an uncomfortable space’
Activist research engages all participants as co-researchers in order to challenge the status quo in hopes of creating spaces in which they will actively participate in their education and feel responsible for their own and others’ learning. There are a number of challenges that researchers might face when engaging in activist research with co-researchers. In that sense, researchers must be open to multiple perspectives and critical attitudes in …
Towards an activist approach to research and advocacy for girls and physical education
Background: Much research and practice in the field of physical activity and physical education for girls has been trapped in a reproductive cycle of telling the ‘same old story’ as if it is news over and over again, since at least the 1980s. A thread running through this narrative is that despite all of this research and related interventions, we have yet to find the ‘solution’ to the ‘problem’ of girls and physical education. As a result, littl…
Girls, Gender and Physical Education
Exploring an activist approach of working with boys from socially vulnerable backgrounds in a sport context
This study explores an activist approach for co-creating a prototype pedagogical model of sport for working with boys from socially vulnerable backgrounds. This paper addresses the key features that emerged when we identified what facilitated and hindered the boys’ engagement in sport. This study was an activist research project that was conducted between July 2013 and December 2013 in a soccer program in a socially and economically disadvantaged…
Girly Girls Can Play Games / Las Niñas Pueden Jugar Tambien
Drawing on feminist, poststructural, and critical theories, the purpose of this research was to understand 5th-grade girls’ self-identified barriers to physical activity and work with them to find ways of negotiating those barriers in order to increase their physical activity opportunities. We worked with 11 girls in two elementary schools in southwestern United States. Data were collected over the 2005–2006 school year. Data sources included (a)…
Gaining research access into the lives of Muslim girls
This paper explores the process of gaining research access into the lives of Muslim girls in the southwest USA. We discuss four emerging ‘entry markers’ that challenged the process of gaining and sustaining access over a period of 14 months. These included being Muslim enough, being modest enough, inshallah (Allah or God willing), and haram (forbidden). Additionally, we reflect on (1) how one researcher identified the four ‘entry markers’; (2) ho…
Differences and tensions in implementing a pedagogy of critical literacy with adolescent girls
S This study examined a pedagogy of critical literacy that the authors planned jointly. One worked directly with four girls as they used a variety of textual practices pertaining to messages girls receive about the female body and culminating in an inquiry project that involved the girls in designing and analyzing a survey. The authors examined what happened when a researcher, with a keen interest in social justice, worked to support critical lit…
Images of the Body from Popular Culture
The purpose of this paper is to highlight how I use images from teen magazines to engage girls in critical inquiry about the body. This process is about co-constructing bodily knowledge and reflecting critically on this knowledge. The analysis is broken into three main parts: (a) tapping girls' interests; (b) helping girls name how they experience their bodies; and (c) using images to critique dominant stories of the body. Within each of these se…
The Role of Physical Activity in the Lives of Researchers
Bodily Knowledge
Adolescent Girls’ Body-Narratives
This critical narrative inquiry took place in an inner city middle school in the southeast part of the country. The purpose of the study was to explore how four adolescent girls constructed the meanings of their bodies. Of interest were the stories girls told about their bodies and how their stories, cultural storylines, and images of women could empower and disempower girls in the process of becoming healthy women. The girls and I met 50 min twi…
Images of the Body from Popular Culture
The purpose of this paper is to highlight how I use images from teen magazines to engage girls in critical inquiry about the body. This process is about co-constructing bodily knowledge and reflecting critically on this knowledge. The analysis is broken into three main parts: (a) tapping girls' interests; (b) helping girls name how they experience their bodies; and (c) using images to critique dominant stories of the body. Within each of these se…
Adolescent Girls’ Body-Narratives
This critical narrative inquiry took place in an inner city middle school in the southeast part of the country. The purpose of the study was to explore how four adolescent girls constructed the meanings of their bodies. Of interest were the stories girls told about their bodies and how their stories, cultural storylines, and images of women could empower and disempower girls in the process of becoming healthy women. The girls and I met 50 min twi…
Gaining research access into the lives of Muslim girls
This paper explores the process of gaining research access into the lives of Muslim girls in the southwest USA. We discuss four emerging ‘entry markers’ that challenged the process of gaining and sustaining access over a period of 14 months. These included being Muslim enough, being modest enough, inshallah (Allah or God willing), and haram (forbidden). Additionally, we reflect on (1) how one researcher identified the four ‘entry markers’; (2) ho…
Exploring an activist approach of working with boys from socially vulnerable backgrounds in a sport context
This study explores an activist approach for co-creating a prototype pedagogical model of sport for working with boys from socially vulnerable backgrounds. This paper addresses the key features that emerged when we identified what facilitated and hindered the boys’ engagement in sport. This study was an activist research project that was conducted between July 2013 and December 2013 in a soccer program in a socially and economically disadvantaged…
I became a teacher that respects the kids’ voices’
Several studies demonstrate the benefits of educating for social justice in physical education teacher education programs [O’Sullivan, M. (2018). PETE Academics as public intellectuals and activists in a global teacher education context. Physical Education and Sport Pedagogy, 23(5), 536–543], which supports that pre-service teachers (PSTs) have the capacity to be active agents of change. In working with social justice, PSTs engage in what can be …
Getting more comfortable in an uncomfortable space’
Activist research engages all participants as co-researchers in order to challenge the status quo in hopes of creating spaces in which they will actively participate in their education and feel responsible for their own and others’ learning. There are a number of challenges that researchers might face when engaging in activist research with co-researchers. In that sense, researchers must be open to multiple perspectives and critical attitudes in …
Go for it Girl’ adolescent girls’ responses to the implementation of an activist approach in a core physical education programme
This paper reports on the responses from adolescent girls to the use of an activist approach (Oliver, K. L., & Kirk, D. (2015). Girls, gender and physical education: An activist approach. London: Routledge) by their teachers over the course of one school year during their core physical education lessons. The study took place in four secondary schools in different areas of Glasgow city. Approximately 110 girls aged 13–14 participated in this study…
Developing teachers’ pedagogical identities through a community of practice
This collaborative self-study explores how educators’ pedagogical identities developed in the process of learning to use a Student-Centered Inquiry as Curriculum (SCIC) approach in activity settings within a community of practice (CoP). Participants included a university professor, college instructor, postdoctoral student and doctoral student. Data included 16 weekly field notes and debriefings following observations, teacher artifacts, 16 weekly…
The Role of Physical Activity in the Lives of Researchers
Adolescent Girls’ Body-Narratives
This critical narrative inquiry took place in an inner city middle school in the southeast part of the country. The purpose of the study was to explore how four adolescent girls constructed the meanings of their bodies. Of interest were the stories girls told about their bodies and how their stories, cultural storylines, and images of women could empower and disempower girls in the process of becoming healthy women. The girls and I met 50 min twi…
Bodily Knowledge
Images of the Body from Popular Culture
The purpose of this paper is to highlight how I use images from teen magazines to engage girls in critical inquiry about the body. This process is about co-constructing bodily knowledge and reflecting critically on this knowledge. The analysis is broken into three main parts: (a) tapping girls' interests; (b) helping girls name how they experience their bodies; and (c) using images to critique dominant stories of the body. Within each of these se…
The Role of Physical Activity in the Lives of Researchers
Differences and tensions in implementing a pedagogy of critical literacy with adolescent girls
S This study examined a pedagogy of critical literacy that the authors planned jointly. One worked directly with four girls as they used a variety of textual practices pertaining to messages girls receive about the female body and culminating in an inquiry project that involved the girls in designing and analyzing a survey. The authors examined what happened when a researcher, with a keen interest in social justice, worked to support critical lit…
Girly Girls Can Play Games / Las Niñas Pueden Jugar Tambien
Drawing on feminist, poststructural, and critical theories, the purpose of this research was to understand 5th-grade girls’ self-identified barriers to physical activity and work with them to find ways of negotiating those barriers in order to increase their physical activity opportunities. We worked with 11 girls in two elementary schools in southwestern United States. Data were collected over the 2005–2006 school year. Data sources included (a)…
Gaining research access into the lives of Muslim girls
This paper explores the process of gaining research access into the lives of Muslim girls in the southwest USA. We discuss four emerging ‘entry markers’ that challenged the process of gaining and sustaining access over a period of 14 months. These included being Muslim enough, being modest enough, inshallah (Allah or God willing), and haram (forbidden). Additionally, we reflect on (1) how one researcher identified the four ‘entry markers’; (2) ho…
Girls, Gender and Physical Education
Exploring an activist approach of working with boys from socially vulnerable backgrounds in a sport context
This study explores an activist approach for co-creating a prototype pedagogical model of sport for working with boys from socially vulnerable backgrounds. This paper addresses the key features that emerged when we identified what facilitated and hindered the boys’ engagement in sport. This study was an activist research project that was conducted between July 2013 and December 2013 in a soccer program in a socially and economically disadvantaged…
Towards an activist approach to research and advocacy for girls and physical education
Background: Much research and practice in the field of physical activity and physical education for girls has been trapped in a reproductive cycle of telling the ‘same old story’ as if it is news over and over again, since at least the 1980s. A thread running through this narrative is that despite all of this research and related interventions, we have yet to find the ‘solution’ to the ‘problem’ of girls and physical education. As a result, littl…
Getting more comfortable in an uncomfortable space’
Activist research engages all participants as co-researchers in order to challenge the status quo in hopes of creating spaces in which they will actively participate in their education and feel responsible for their own and others’ learning. There are a number of challenges that researchers might face when engaging in activist research with co-researchers. In that sense, researchers must be open to multiple perspectives and critical attitudes in …
Go for it Girl’ adolescent girls’ responses to the implementation of an activist approach in a core physical education programme
This paper reports on the responses from adolescent girls to the use of an activist approach (Oliver, K. L., & Kirk, D. (2015). Girls, gender and physical education: An activist approach. London: Routledge) by their teachers over the course of one school year during their core physical education lessons. The study took place in four secondary schools in different areas of Glasgow city. Approximately 110 girls aged 13–14 participated in this study…
Developing teachers’ pedagogical identities through a community of practice
This collaborative self-study explores how educators’ pedagogical identities developed in the process of learning to use a Student-Centered Inquiry as Curriculum (SCIC) approach in activity settings within a community of practice (CoP). Participants included a university professor, college instructor, postdoctoral student and doctoral student. Data included 16 weekly field notes and debriefings following observations, teacher artifacts, 16 weekly…
I became a teacher that respects the kids’ voices’
Several studies demonstrate the benefits of educating for social justice in physical education teacher education programs [O’Sullivan, M. (2018). PETE Academics as public intellectuals and activists in a global teacher education context. Physical Education and Sport Pedagogy, 23(5), 536–543], which supports that pre-service teachers (PSTs) have the capacity to be active agents of change. In working with social justice, PSTs engage in what can be …
The collision of two worlds’
Social aspects among Mexican society are based on gender hierarchy influencing every decision-making process. I was taught from a young age that every decision needed to come from me. While I had the opportunity to learn an activist approach to working with youth during my doctoral journey, I never thought it would challenge the epistemology of my personal and professional life. An activist approach is based on critical and feminist pedagogies. A…
Pupils’ Motivational and Emotional Responses to Pedagogies of Affect in Physical Education in Scottish Secondary Schools
This paper reports on the findings of two studies concerned with pupils' motivational and emotional responses to pedagogies of affect in physical education in Scottish secondary schools. Pedagogies of affect explicitly focus on learning in the affective domain, or what is known in Scotland's Curriculum for Excellence (CfE) as 'personal qualities'. Personal qualities include motivation, confidence and self-esteem, determination and resilience, res…
‘ Can we play the real sport?’ Co-creating a student-centered after-school sports club
Background : For years, physical activity settings had portrayed a discourse that does not allow to add new and different elements in its practice. This discourse established a status quo that has affected in many ways the structure, the pedagogy and practice of physical activity settings. This is the case of out-school programs.Purpose : The purpose of this paper is to understand the process of co-creating an after-school sports club implementin…
Getting ‘more and more comfortable’
Background Despite the value dance can bring to people’s lives, many physical educators find dance intimidating (Goodwin [2010]. “Dance is Not a Dirty Word.” Strategies 24 (1): 10–12.). Teachers’ self-consciousness becomes problematic if they negotiate this discomfort by omitting dance as a movement option (MacLean [2018]. “Teachers as Agents of Change in Curricular Reform: The Position of Dance Revisited.” Sport, Education and Society 23 (6): 56…
Challenges of implementing an Activist Approach with a young women’s football team
Background The Activist Approach is a pedagogical approach that includes a wide range of possibilities to understand girls’ needs during their physical activity practice. However, the teachers or coaches who implement this approach must be aware that in the process they will face multiple challenges, such as managing the uncertainty generated by the transfer of power to the participants or the critical reflection on their own beliefs and practice…
‘I don’t know how to explain it’
In dance settings and particularly with ballet, historical precedence reveals settings where dancers are seen and not heard, expected to perform with assumed norms, and perceived as objects for manipulation and/or empty receptacles to fill. To respond to calls for new routes forward in dance, the Activist Approach to teaching offers one organizing theoretical lens to frame student-centered practices in movement settings and to enter conversations…
‘The enemy was within
This study implements the Activist Approach to support the young players of a girls’ football team in analysing the challenges that condition their sports practice, with the aim of negotiating them and, if possible, overcoming them. In the field of sport, especially in traditionally male-dominated sports such as football, women still face sociocultural and personal barriers that perpetuate existing gender inequalities. Drawing on poststructuralis…
‘Even with the craziness, it worked’
Background As one pedagogical approach, an Activist Approach to teaching offers a structure for inquiry-oriented, learner-centered processes for context-specific educational endeavors (Oliver and Kirk [2015]. Girls, Gender, and Physical Education: An Activist Approach. New York: Routledge). With its four critical elements of student-centered pedagogy, attentiveness to issues of embodiment, inquiry-based learning centered in action, and listening …
Psychology (18 obras) · Sociology (18 obras) · Pedagogy (16 obras) · Physical Education and Pedagogy (15 obras) · Inclusion and Disability in Education and Sport (9 obras) · Mathematics education (8 obras) · Physical education (8 obras) · Political science (8 obras) · Youth Development and Social Support (8 obras) · Gender Studies (7 obras)