References
- Alexander, P. S. ( Ed., & trans.) (1984). Textual sources for the study of Judaism. Chicago, IL: University of Chicago Press.
- Allen, R. E. (2006). Plato: The republic. New Haven, CT: Yale University Press.
- Anderson, W.T. (1999). Reality isńt what it used to be. London: Harper Collins Publishers.
- Armour, K. (2014). New directions for research in physical education and sport pedagogy. Sport, Education and Society, 19(7), 853–854. doi:10.1080/13573322.2014.899493
- Banks, S. P., & Banks, A. (2000). Reading “the critical life”: Autoethnography as pedagogy. Communication Education, 49(3), 233–238. doi:10.1080/03634520009379212
- Berger, P. (1966). The social construction of reality. New York, NY: Penguin Books.
- Bourdieu, P. (1990). The logic of practice. Cambridge: Polity Press.
- Bourdieu, P. (2005). Language and symbolic power. Malden, MA: Polity Press.
- Brown, A. (2014). The myth of the strong leader. London: Basic Books.
- Brown, T. D. (2014). The calm before the storm: An autoethnographic self-study of a physical educator teacher educator. In A. Ovens & T. Fletcher (Eds.), Self-study in PETE: Exploring the interplay of practice and scholarship (pp. 141–152). New York, NY: Springer Chan Heidelberg.
- Byung Chul, H. (2012). La sociedad del cansancio [Fatigue society]. Barcelona: Herder Editorial.
- Cameron, E. (2014). A journey of critical scholarship in physical education teacher education. In A. Ovens & T. Fletcher (Eds.), Self-study in PETE: Exploring the interplay of practice and scholarship (pp. 99–116). New York, NY: Springer Chan Heidelberg.
- Carse, D. (2006). Perfect, brilliant stillness. Shelburne, VT: Paragaté Publishing.
- Crawford, L. (1996). Personal ethnography. Communication Monographs, 63(2), 158–170. doi:10.1080/03637759609376384
- Culp, B. (2011). The strategic application and assessment of social justice in PETE programs: A primer. Physical Educator, 68(3), 234–253. doi:10.1080/00336297.2013.824904
- Dalai Lama, H. H., & Cutler, H. C. (1988). The art of happiness. London: Hodder & Stoughton.
- Dewar, A., & Lawson, H. (1984). The subjective warrant and recruitment into physical education. Quest, 36(1), 15–25. doi: 10.1080/00336297.1984.10483797
- Doloriert, C., & Sambrook, S. (2009). Ethical confessions of the “I” of autoethnography: the student's dilemma. Qualitative Research in Organizations and Management: An International Journal, 4(1), 27–45. doi:10.1108/17465640910951435
- Ellsworth, E. (1989). Why doesńt this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–325. doi: 10.17763/haer.59.3.058342114k266250
- Ehrman, B. D. (2011). The New Testament: A historical introduction to early Christian writings. New York, NY: Oxford University Press.
- Ergas, D. (2014). La mirada del sentido [The sensés gaze]. Madrid: León Alado.
- Fernández-Balboa, J. M. (1992). Beliefs, interactive thoughts, and actions of physical education student teachers regarding pupil misbehavior. Journal of Teaching in Physical Education, 11(1), 59–78. doi: 10.1123/jtpe.11.1.59
- Fernández-Balboa, J. M. (1997). Critical postmodernism in human movement, physical education, and sport. Albany, NY: Suny Press.
- Fernández-Balboa, J. M. (1998a). Transcending masculinities: linking pedagogy and personhood. In C. Hickey, L. Fitzclarence, & R. Matthews (Eds.), Where the boys are (pp. 121–140). Geelong: Deakin University Press.
- Fernández-Balboa, J. M. (1998b). The practice of critical pedagogy: critical self-reflection as praxis. Teaching Education, 9(2), 47–53. 1998. doi:10.1080/10476210.1998.10335494
- Fernández-Balboa, J. M. (2009). Bio-pedagogical self-reflection in PETE: Reawakening the ethical conscience and purpose in pedagogy and research. Sport, Education and Society, 14(2), 147–164. doi:10.1080/13573320902808981
- Fernández-Balboa, J. M., & Brubaker, N. (2012). Positioning yourself as a researcher: Four dimensions for self-reflection. In K. A. Armour & D. Macdonald (Eds.), Research methods in physical education and youth sport (pp. 29–39). London: Routledge.
- Fernández-Balboa, J. M., & Muros, B. (2006). The hegemonic triumvirate—ideologies, discourses and habitus in sport and physical education: Implications and suggestions. Quest, 58(2), 197–221. doi:10.1080/00336297.2006.10491879
- Fernández-Balboa, J. M., & Prados Megías, E. (2012). The conscious system for the movement technique: An ontological and holistic alternative for (Spanish) physical education in troubled times. Sport, Education and Society, 19(8), 1089–1106. doi:10.1080/13573322.2012.735652
- Fitzpatrick, K. (2013). Critical pedagogy, physical education and urban schooling. New York, NY: Peter Lang.
- Fromm, E. (1994). Escape from freedom. New York, NY: Henry Holt & Co.
- Fukuoka, M. (2009). The one straw revolution. New York, NY: NYRB Classics.
- Gore, J. M. (2003). What we can do for you! What can “we” do for “you”? Struggling over empowerment in critical and feminist pedagogy. In A. Darder, M. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (pp. 331–348). New York, NY: Routledge.
- Gurdjieff, G. I. (1991). Life is real only then when ‘I am’. New York, NY: Penguin Books.
- Hickey, C. (2001). I feel empowered now, but … : The limits of the pedagogic translation of critical social discourses in physical education. Journal of Teaching in Physical Education, 20(3), 227–246. doi: 10.1123/jtpe.20.3.227
- Hixon, L. (2003). The heart of the Qur'an: An introduction to Islamic spirituality. Wheaton, IL: Quest Books.
- Jung, C. G. (2006). The undiscovered self. New York, NY: Signet.
- Kirk, D. (2010). Physical education futures. London: Routledge.
- Kübbler-Ross, E. (1986). Death. The final stage of growth. Now York, NY: Touchstone.
- Lao Tzu (1988). Tao Te Ching. ( S. Mitchell, Trans.). London: Frances Lincoln Limited.
- Mascaró, J. (trans.). (1965). The Upanishads. London: Penguin Books.
- Miller, A. (1998). Thou shalt not be aware. New York, NY: The Noonday Press.
- Morgan, P. J., & Hansen, V. (2008). The relationship between PE biographies and PE teaching practices of classroom teachers. Sport, Education and Society, 13(4), 373–391. doi:10.1080/13573320802444994
- Moorjani, A. (2014). Dying to be me. Carisbad, CA: Hay House Publishing.
- Muros, B., & Fernández-Balboa, J. M. (2005). Physical education teacher educators’ personal perspectives regarding their practice of critical pedagogy. Journal of Teaching in Physical Education, 24(3), 243–264. doi: 10.1123/jtpe.24.3.243
- Nicoll, M. (1980). Psychological commentaries on the teaching of Gurdjieff and Ouspensky (Vol. 4). Boston, MA: Weiser Books.
- Nicoll, M. (2005). Comentarios psicológicos sobre las enseñanzas de Gurdjieff y Ouspensky [Phychological commentaries on the teaching of Gurdjieff and Ouspensky] (Vol. 5). Buenos Aires: Kier.
- Nicoll, M. (2008). El tiempo vivo y la integración de la vida [Living time] (México D.F., Yug).
- O'Sullivan, E. V., Morrell, A., & O'Connor, M. A. (2002). Expanding the boundaries of transformative learning. New York, NY: Palgrave.
- Ouspensky, P. D. (1931). A new model of the Universe. New York, NY: Knopf.
- Ouspensly, P. D. (2001). In search of the miraculous. Orlando, FL: Harcourt, Inc.
- Ovens, A., & Fletcher, T. (Eds.). (2014). Self-study in PETE: Exploring the interplay of practice and scholarship. New York, NY: Springer Chan Heidelberg.
- Purdy, L., Potrac, P., & Jones, R. (2008). Power, consent and resistance: An autoethnography of competitive rowing. Sport, Education and Society, 13(3), 319–336. doi:10.1080/13573320802200693
- Ricard, M. (2010). The art of meditation. London: Atlantic Books.
- Sage, G. H. (2010). Globalizing sport: How organizations, corporations, media, and politics are changing sport sociology of North American sport. Herndom, VA: Paradigm.
- Sicilia Camacho, A., & Fernández-Balboa, J. M. (2006). Ethics, politics and bio-pedagogy in physical education teacher education: easing the tension between the self and the group. Sport, Education and Society, 11(1), 1–20. doi:10.1080/13573320500255023
- Sicilia Camacho, A., & Fernández-Balboa, J. M. (2009). Reflecting on the moral bases of critical pedagogy in PETE: toward a Foucaultian perspective on ethics and the care of the self. Sport, Education and Society, 14(4), 443–463. doi:10.1080/13573320903217166
- Sparkes, A. C. (2002a). Telling tales in sport and physical activity: A qualitative journey. Champaign, IL: Human Kinetics.
- Sparkes, A. C. (2002b). Autoenthnography: Self-indulgence or something more. In A. Bochner & C. Ellis (Eds.), Autoethnography, literature and aesthetics (pp. 209–232). New York, NY: AltaMira Press.
- Sparkes, A. C. (2007). Embodiment academics, and the audit culture: A story seeking consideration. Qualitative Research, 7(4), 521–550. doi:10.1177/1468794107082306
- Spry, T. (2001). Performing autoethnography: An embodied methodological praxis. Qualitative Inquiry, 7(6), 706–732. doi:10.1177/107780040100700605
- Thich Nhat Hanh. (1987). The miracle of mindfulness. Reading: CPI Cox & Wyman.
- Thoreau, H. D. (2004, J. S. Cramer, Ed.). Walden. London: Yale University Press.
- Tinning, R. (2002). Toward a “modest pedagogy”: Reflections on the problematics of critical pedagogy. Quest, 54(3), 224–240. doi:10.1080/00336297.2002.10491776
- Tolle, E. (1997). The power of now. Novato, CA: New World Library.
- Tolle, E. (1999). Practicing the power of now. Novato, CA: New World Library.
- Ukpokodu, O. (2009). The practice of transformative pedagogy. College Teaching, 20(2), 43–67.
- Wilber, K. (2000). Integral psychology. Boston, MA: Shambala.
- Williams, E. A. (1985). Understanding constraints on innovation in physical education. Journal of Curriculum Studies, 17, 407–413. doi: 10.1080/0022027850170406
- Yamada, K. (1979). Gateless gate. Los Angeles, CA: Zen Center of Los Angeles.