Publications

Applied Health Sciences - Kinesiology




Publications

  • Connolly, M. (2008). “Prove to me that I am Sentient”. Working Pedagogically through a Semiotic Phenomenology of Stressed Embodiment in a Selected Narrative from Star Trek, TNG. In M. Berman (Ed) The Everyday Fantastic: Essays on Human Being and Meaning. Newcastle, UK: Cambridge Scholar Publishing. 132-140.
  • Klentrou, P., van Moorsel, S., Connolly, M., MacIntosh, S. (2006). The use of exercise training in the management of rheumatoid arthritis: a case study in Gregory T. Papanikos (Ed). An Amalgam of Sports and Exercise Research. Athens, Greece: Athens Institute for Education and Research 273-280.
  • Connolly, M. (2005). Distinguished… my ass, in Making a Difference, Marilyn Lerch, Ed., Hamilton: McMaster University (CLL), pp. 31-32.
  • Connolly, M. (2005). Using study aides in exam writing – lessons learned from practice, in Making a Difference, Marilyn Lerch, Ed., Hamilton: McMaster University (CLL), pp. 84-85.
  • Connolly, M. and Behnke, E. (1997). Phenomenology and dance. In The Encyclopedia of Phenomenology. Kluwer Academic Publishers: Dordrecht, The Netherlands, pp. 129-133.
  • Connolly, M. (2003). Disability studies in physical education – the contested terrain of stressed embodiment and transgressive bodies. Avante, Vol. 9, No. 3, pp. 41-52.
  • Connolly, M. (2003). Review essay of Bodily Discursions. The American Journal of Semiotics, Vol. 17, No. 4, Winter 2001, pp. 367-369. *Issue theme: The Body as Sign and Embodiment.
  • Connolly, M. (2003). Bikini Bytes: A Communicology of Front Stage and Back Stage Performances at Competitive Bodybuilding Events. The American Journal of Semiotics, Vol. 17, No. 4, Winter 2001, pp. 229-246. *Issue theme: The Body as Sign and Embodiment.
  • Connolly, M. and Craig, T. (2002) Stressed Embodiment: Doing Phenomenology in the Wild. Human Studies, Vol. 25, pp. 451-462.
  • Connolly, M. and Craig, T. (2000). Tales from the abyss - unlearning not to speak embodied expressions of pain. Disability Studies Quarterly, Vol. 20, No. 3, pp. 264-270 (published January 2001)
  • Connolly, M. and Borenzweig, D. (1999). Relevance and accessibility of alternative therapies for persons with disabilities. Journal of Leisurability, Vol. 26, No.2, Spring, pp. 11 - 20.
  • Connolly, M. and Craig, T. (1999). Your body tells ME stories: Living pain, flirting madness, transforming care. Reflections - Narratives of Professional Helping, Vol.5, No.4, pp. 16-26. Fall, 1999.
  • Connolly, M. and Craig T. (1999). Implementing a least restrictive environment in a movement education camp for children and youth with Autism/PDD.Bridging the divide: Disability in the new millennium. Disability Studies Quarterly, Vol. 19, No. 1, (Published Fall 2000)
  • Connolly, M. and Craig, T. (1997). Medicalization of the body, feminization of disease, developing regimes of silence: A collaborative feminist and semiotic phenomenological critique. Collected Papers, Semiotic Society of America. New York: Peter Lang Publishing.
  • Connolly, M. (1997). Honoring bodies, seeking children--Panel symposium, David Goode, A world without words. Human Studies, Vol. 20, #3, pp.359-363.
  • Connolly, M. and Lathrop, A. (1997). Maurice Merleau-Ponty and Rudolf Laban-An interaction appropriation of parallels and resonances. Human Studies, Vol. 20, pp.27-45.
  • Connolly, M. (1995). Phenomenology, physical education, and special populations. Human Studies, 18:25-40.
  • Connolly, M. (1995). Throwing like a girl and other essays in feminist philosophy and social theory--a response and commentary from physical education. Human Studies, 463-469.
  • Connolly, M. (1994). Practicum experiences and journal writing in adapted physical education: Implications for teacher education. Adapted Physical Activity Quarterly, 11, 3, pp. 306-328.
  • Connolly, M. (1993). Respecting children's voices: Shared sentiments in the work of Waksler, Lather, and Laban. Human Studies, 16: 457-467.
  • Connolly, M. and Wood, G. (1992). Dustballs in the equipment room: A metaphor for reflective praxis in physical education. CAHPER Journal, Vol. 58, No. 1, pp. 7-11.
  • Connolly, M. (1987). The experience of living with an absent child. Phenomenology and Pedagogy, Volume 5, No. 2, pp. 157-172.
  • Connolly, M. (2008). Freire in the post -modern classroom – a post colonial tale. In S. Moore and R. Mitchell (Eds) Power, Pedagogy and Praxis: Social Justice in the Globalized Classroom. Rotterdam: Sense Publications
  • Connolly, M. and Adams, L. ( 2008). Chapter 4 imprint: Facilitating event policy development. In C. Mallen and L. Adams (Eds) Sport, recreation and tourism event management; theoretical and practical dimensions. Burlington, MA: Butterworth-Heinemann/Elsevier. 61-70.
  • Connolly, M. and Craig, T. (2005) Invisible theatre as subversive political pedagogy, book chapter in Bodies in Commotion. Carrie Sandahl and Phillip Auslander, Editors. Ann Arbor: University of Michigan Press.
  • Connolly, M. & Craig, T. (2003) As long as you’ve got your health – re-imagining the demise of the stable body otherwise in M. Itkonen and G. Backhaus, (eds) Lived Images – mediations in experience, lifeworld, and I-hood, pp. 218-241. Jyvaskyla, Finland: Jyvaskyla University
  • Connolly, M. (2001) Female embodiment and clinical practice. Invited essay in edited collection volume. Phenomenology and Medicine, S. Kay Toombs, Editor. Handbooks in the Philosophy of Medicine. Dordrecht, The Netherlands: Kluwer Academic Publishers, pp. 177-196.
  • Connolly, M. (1997). Phenomenology and physical education. In The Encyclopedia of Phenomenology. Kluwer Academic Publishers: Dordrecht, The Netherlands, pp. 535-537.
  • Connolly, M. (2008). The Remarkable Logic of Autism: Developing and Describing an Embedded Curriculum Based in Semiotic Phenomenology. Sport, Ethics and Philosophy (Ethics, Disability and Sport, Eds. E. Jesperson and M. McNamee). Vol. 2, No. 2, pp. 239-256. 
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Maureen Connolly

Professor
Office: WC 252
T 905 688 5550 x3381
E mconnolly@brocku.ca