References
- Azzarito, L. (2009). The panopticon of physical education: Pretty, active and ideally white. Physical Education and Sport Pedagogy, 14(1), 19–39. https://doi.org/10.1080/17408980701712106
- Azzarito, L. (2019). Social justice in globalized fitness and health: Bodies out of sight. Routledge.
- Azzarito, L., Macdonald, D., Dagkas, S., & Fisette, J. (2017). Revitalizing the physical education social-justice agenda in the global era: Where do we go from here? Quest, 69(2), 205–219. https://doi.org/10.1080/00336297.2016.1176935
- Azzarito, L., Munro, P., & Solmon, M. A. (2004). Unsettling the body: The institutionalization of physical activity at the turn of the 20th century. Quest, 56(4), 377–396. https://doi.org/10.1080/00336297.2004.10491832
- Azzarito, L., Simon, M., & Marttinen, R. (2016). I guess people are more attracted to White people than Black people. In D. B. Robinson & L. Randall (Eds.), Social justice in physical education: Critical reflections and pedagogies for change (pp. 15–35). Canadian Scholars Press.
- Azzarito, L., Simon, M., & Marttinen, R. (2017). ‘Up against Whiteness’: Rethinking race and the body in a global era. Sport, Education and Society, 22(5), 635–657. https://doi.org/10.1080/13573322.2015.1136612
- Blaise, M. (2014). Interfering with gendered development: A timely intervention. International Journal of Early Childhood, 46(3), 317–326. https://doi.org/10.1007/s13158-014-0122-9
- Burman, E. (2016). Deconstructing developmental psychology. Routledge.
- Canadian Society for Exercise Physiology. (n.d.) . Canadian 24-hour movement guidelines for the early years.
- Canadian Sport for Life. (n.d.). Long term development model. https://sportforlife.ca/long-term-development/
- Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. University of Minnesota Press.
- Deleuze, G., & Guattari, F. (1991). What is philosophy? (Trans. Hugh Tomlinson and Graham Burchell). University of Minnesota Press.
- Dowling, F., & Flintoff, A. (2018). A whitewashed curriculum? The construction of race in contemporary PE curriculum policy. Sport, Education and Society, 23(1), 1–13. https://doi.org/10.1080/13573322.2015.1122584
- Evans, J., & Davies, B. (2004a). Pedagogy, symbolic control, identity and health. In J. Evans, B. Davies, & J. Wright (Eds.), Body knowledge and control: Studies in the sociology of physical education and health (pp. 27–42). Routledge.
- Evans, J., & Davies, B. (2004b). Sociology, the body and health in a risk society. In J. Evans, B. Davies, & J. Wright (Eds.), Body knowledge and control: Studies in the sociology of physical education and health (pp. 59–75). Routledge.
- Fitzpatrick, K., & Russell, D. (2015). On being critical in health and physical education. Physical Education and Sport Pedagogy, 20(2), 159–173. https://doi.org/10.1080/17408989.2013.837436
- Flintoff, A., Dowling, F., & Fitzgerald, H. (2015). Working through whiteness, race and (anti) racism in physical education teacher education. Physical Education and Sport Pedagogy, 20(5), 559–570. https://doi.org/10.1080/17408989.2014.962017
- Harney, S., & Moten, F. (2013). The undercommons: Fugitive planning and black study. Minor Compositions.
- Healthy Active Living and Obesity Research Group. (2017). Canadian assessment of physical literacy: Manual for test administration. https://www.capl-eclp.ca/wp-content/uploads/2017/10/capl-2-manual-en.pdf
- Land, N., & Danis, I. (2016). Movement/ing provocations in early childhood education. Journal of Childhood Studies, 41(3), 26–37. https://doi.org/10.18357/jcs.v41i3.16304
- Manning, E. (2008). Creative propositions for thought in motion. Inflexions, 1(1), 1–24. http://inflexions.org/n1_manninghtml.html
- Manning, E. (2009). Politics of touch: Sense, movement, sovereignty. University of Minnesota Press.
- Manning, E. (2013). Always more than one: Individuation’s dance. Duke University Press.
- Manning, E. (2016). The minor gesture. Duke University Press.
- Manning, E. (2018). Me lo dijo un pajarito: Neurodiversity, black life, and the university as we know it. Social Text 136, 36(3), 1–24. https://doi.org/10.1215/01642472-6917742
- Ontario Ministry of Education. (2019) . The Ontario curriculum, grades 1–8: Health and physical education. Queen’s Printer for Ontario.
- Pacini-Ketchabaw, V. (2011). Rethinking developmental theories in child and youth care. In A. Pence & J. White (Eds.), Child and youth care: Critical perspectives on pedagogy, practice, and policy (pp. 19–32). UBC Press.
- Pacini-Ketchabaw, V. (2014). Postdevelopmental perspectives on play: Postcolonial and anti-racist approaches to research. In L. Brooker, S. Edwards, & M. Blaise (Eds.), The SAGE handbook of play and learning in early childhood (pp. 67–78). Sage.
- Sendak, M. (1963). Where the wild things are. Harper & Row.
- Spyrou, S. (2018). Disclosing childhoods. Palgrave Macmillan.
- Taguchi, H. L., Palmer, A., & Gustafsson, L. (2016). Individuating ‘sparks’ and ‘flickers’ of ‘a life’ in dance practices with preschoolers: The ‘monstrous child’ of Colebrook’s Queer Vitalism. Discourse: Studies in the Cultural Politics of Education, 37(5), 705–716. https://doi.org/10.1080/01596306.2015.1075710
- Vintimilla, C. D. (2018). Encounters with a pedagogista. Contemporary Issues in Early Childhood, 19(1), 20–30. https://doi.org/10.1177/1463949116684886
- Wright, J. (2004). Post-structural methodologies: The body, schooling and health. In J. Evans, B. Davies, & J. Wright (Eds.), Body knowledge and control. Studies in the sociology of physical education and health. Google books version. Routledge.