Mara Simon
Biographic Data
| ID | 6685630 |
|---|---|
| NAME | Mara Simon |
| GIVEN NAMES | Mara |
| FAMILY NAME | Simon |
| SIGNATURE | SIMÓN M |
| AFFILIATIONS | Springfield College |
| ORCID | 0000-0003-4021-2529 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Meritocracy and material consequences at the intersection of race, class, and disability for pre-service PE teachers
Disproportionate rates of poverty among Black and Latine populations in the United States exemplify material consequences and ideological meritocracies of systemic racism. While education is often touted as a way to escape poverty, legacies of racism, classism, and ableism embedded within higher education and physical education teacher education (PETE) confront Black and Latine undergraduates directly, forcing them to navigate additional emotiona…
Cracks in the narrative: Black and Latinx pre-service PE teachers in predominantly white Pete programs
Background PE curricula and pedagogy maintain dominant discourses of whiteness as normalized, lacking in cultural relevancy and disregarding racially minoritized students’ cultural knowledges (Azzarito 2019, “‘Look to the Bottom’: Re-Writing the Body Curriculum Through Storylines.” Sport, Education and Society 24 (6): 638–650; Clark 2020, “Toward a Critical Race Pedagogy of Physical Education.” Physical Education and Sport Pedagogy 25 (4): 439–45…
Critical pedagogies for community building: Challenging ableism in higher education physical education in the United States
Enacting critical pedagogies within physical education (PE) contexts have been found to increase critical consciousness and disrupt hegemonic taken-for-granted assumptions about ability and the body. As an under-researched area, the aim of our research was to explore the extent to which a critical pedagogical approach in PE can disrupt normative ableist notions of disability through a disability-specific, critically orientated, tennis class. Six …
‘It feels human … ’: Reflective race research in kinesiology
Marginalized girls’ gendered experiences within a constructivist afterschool program (Reach)
Gender in physical education (PE) traditionally enacts discourses of hegemonic masculinities where girls are frequently positioned as the ‘problem’ regarding their disengagement. The purpose of this qualitative study was to examine the experiences of mostly ethnic minority and low-socioeconomic status elementary school girls enrolled in an urban physical activity (PA) and literacy afterschool program, known as REACH. This case study purposefully …
‘Singled out because of skin color … ’: Exploring ethnic minority female teachers’ embodiment in physical education
There is a significant lack of diversity within the teaching population nationwide that reflects historical, political, and institutional racialized inequality. In the context of physical education, ethnic minority teachers often report feeling ‘different,’ marginalized, and struggle to negotiate the dominant school culture they feel they do not belong to. Purpose: To explore how race and gender intersect in the lived experiences of ethnic minori…
Up against Whiteness’: Rethinking race and the body in a global era
While ethnic-minority young people are increasingly defined as bodies ‘at disadvantage', marked as less fit or less healthy than the White ‘norm', the ways young people construct meanings around their bodies as a result of global health imperatives have received scant attention. The purpose of this participatory visual research was to incorporate an interactive, multimedia Body Curriculum into two fitness units in secondary urban schools to assis…
Up against Whiteness’: Rethinking race and the body in a global era
While ethnic-minority young people are increasingly defined as bodies ‘at disadvantage', marked as less fit or less healthy than the White ‘norm', the ways young people construct meanings around their bodies as a result of global health imperatives have received scant attention. The purpose of this participatory visual research was to incorporate an interactive, multimedia Body Curriculum into two fitness units in secondary urban schools to assis…
Marginalized girls’ gendered experiences within a constructivist afterschool program (Reach)
Gender in physical education (PE) traditionally enacts discourses of hegemonic masculinities where girls are frequently positioned as the ‘problem’ regarding their disengagement. The purpose of this qualitative study was to examine the experiences of mostly ethnic minority and low-socioeconomic status elementary school girls enrolled in an urban physical activity (PA) and literacy afterschool program, known as REACH. This case study purposefully …
Meritocracy and material consequences at the intersection of race, class, and disability for pre-service PE teachers
Disproportionate rates of poverty among Black and Latine populations in the United States exemplify material consequences and ideological meritocracies of systemic racism. While education is often touted as a way to escape poverty, legacies of racism, classism, and ableism embedded within higher education and physical education teacher education (PETE) confront Black and Latine undergraduates directly, forcing them to navigate additional emotiona…
‘Singled out because of skin color … ’: Exploring ethnic minority female teachers’ embodiment in physical education
There is a significant lack of diversity within the teaching population nationwide that reflects historical, political, and institutional racialized inequality. In the context of physical education, ethnic minority teachers often report feeling ‘different,’ marginalized, and struggle to negotiate the dominant school culture they feel they do not belong to. Purpose: To explore how race and gender intersect in the lived experiences of ethnic minori…
Up against Whiteness’: Rethinking race and the body in a global era
While ethnic-minority young people are increasingly defined as bodies ‘at disadvantage', marked as less fit or less healthy than the White ‘norm', the ways young people construct meanings around their bodies as a result of global health imperatives have received scant attention. The purpose of this participatory visual research was to incorporate an interactive, multimedia Body Curriculum into two fitness units in secondary urban schools to assis…
Marginalized girls’ gendered experiences within a constructivist afterschool program (Reach)
Gender in physical education (PE) traditionally enacts discourses of hegemonic masculinities where girls are frequently positioned as the ‘problem’ regarding their disengagement. The purpose of this qualitative study was to examine the experiences of mostly ethnic minority and low-socioeconomic status elementary school girls enrolled in an urban physical activity (PA) and literacy afterschool program, known as REACH. This case study purposefully …
‘It feels human … ’: Reflective race research in kinesiology
Cracks in the narrative: Black and Latinx pre-service PE teachers in predominantly white Pete programs
Background PE curricula and pedagogy maintain dominant discourses of whiteness as normalized, lacking in cultural relevancy and disregarding racially minoritized students’ cultural knowledges (Azzarito 2019, “‘Look to the Bottom’: Re-Writing the Body Curriculum Through Storylines.” Sport, Education and Society 24 (6): 638–650; Clark 2020, “Toward a Critical Race Pedagogy of Physical Education.” Physical Education and Sport Pedagogy 25 (4): 439–45…
Critical pedagogies for community building: Challenging ableism in higher education physical education in the United States
Enacting critical pedagogies within physical education (PE) contexts have been found to increase critical consciousness and disrupt hegemonic taken-for-granted assumptions about ability and the body. As an under-researched area, the aim of our research was to explore the extent to which a critical pedagogical approach in PE can disrupt normative ableist notions of disability through a disability-specific, critically orientated, tennis class. Six …
Meritocracy and material consequences at the intersection of race, class, and disability for pre-service PE teachers
Disproportionate rates of poverty among Black and Latine populations in the United States exemplify material consequences and ideological meritocracies of systemic racism. While education is often touted as a way to escape poverty, legacies of racism, classism, and ableism embedded within higher education and physical education teacher education (PETE) confront Black and Latine undergraduates directly, forcing them to navigate additional emotiona…
Gender Studies (7 works) · Physical Education and Pedagogy (7 works) · Sociology (7 works) · Pedagogy (5 works) · Psychology (5 works) · Ethnic group (4 works) · Inclusion and Disability in Education and Sport (4 works) · Narrative (4 works) · Political science (4 works) · Sports, Gender, and Society (4 works)