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Pathologizing Billy: Enabling and Constraining the Body of the Condemned
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References
2001
Year
Literary TheoryCritical Race TheoryPhysical ActivityAdapted Physical ActivitySocial CriticismMulticultural EducationEducationYoung BodiesOppressed ChildrenAmerican LiteratureSocial SciencesTeacher EducationLiterary CriticismPhysical EducationInclusive EducationAfrican American StudiesEarly Childhood TeachingSocial-emotional DevelopmentEarly Childhood ExperienceMourningAnti-oppressive PracticeChild PsychologySchool PsychologyIntersectionalityIntercultural EducationAnti-racismCultureHumanitiesOppressionEthnographySocial Justice
The following discussion and narrative are based on the past experiences of a white, middle class physical education teacher working with a Native Canadian student who was diagnosed as having severe emotional and behavior disorders. In presenting the evolving relationship of a teacher and her student as a form of “evocative representation” (Richardson, 2000), we attempt to locate examples of how young bodies are enabled and constrained through physical activity. In so doing, we also identify some of the tensions that accompany cross-cultural work with oppressed children and youth in schools as a means to illustrate how cycles of oppression are sustained through discourse and discursive practices.