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  1. Maureen Connolly (2011). Choreological Explorations of Carnal Poetics. Schutzian Research 3:235-239.
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  2. Maureen Connolly (2011). Show Me a Sign. Schutzian Research 3:221-226.
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  3. Maureen Connolly & Thomas Craig (2011). Theory and Method in the Human Sciences. Schutzian Research 3:253-259.
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  4. Maureen Connolly (2008). The Remarkable Logic of Autism: Developing and Describing an Embedded Curriculum Based in Semiotic Phenomenology. Sport, Ethics and Philosophy 2 (2):234 – 256.
    Autism spectrum disorder (ASD) is a wildly heterogeneous lived experience of stressed embodiment. Many children, youths and adults with ASD are unable to access meaningful, relevant physical activity programmes because of the complexities associated with their behavioural, emotional and communicative idiosyncrasies. This paper describes an approach to designing, implementing and evaluating a movement-education-based embedded curriculum which was developed using semiotic phenomenology as a theoretical framework for observations, description and analysis of lived experiences of ASD.
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  5. Maureen Connolly & Tom Craig (2002). Stressed Embodiment: Doing Phenomenology in the Wild. [REVIEW] Human Studies 25 (4):451-462.
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  6. Maureen Connolly (2001). Female Embodiment and Clinical Practice. In. In Kay Toombs (ed.), Handbook of Phenomenology and Medicine. Kluwer. 177--196.
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  7. Maureen Connolly (1997). Bodily Expressivity as a Semiotic Modality. Semiotics:215-222.
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  8. Maureen Connolly (1997). Honoring Bodies, Seeking Children. [REVIEW] Human Studies 20 (3):359-363.
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  9. Maureen Connolly & Anna Lathrop (1997). Maurice Merleau-Ponty and Rudolf Laban -- An Interactive Appropriation of Parallels and Resonances. Human Studies 20 (1):27-45.
    In this paper, we propose an examination of the shared connections between the French philosopher, Maurice Merleau-Ponty and the Austro-Hungarian movement theorist, Rudolf Laban.In many ways Merleau-Ponty''s philosophy demonstrates a synthesis of the best in existen-tialism and phenomenology. In like manner, Rudolf Laban was a synthesizer of experiences and theories of movement.
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  10. Maureen Connolly & Tom Craig (1996). Medicalization of the Body, Feminization of Disease, Developing Regimes of Silence. Semiotics:3-12.
    In this paper we address the objectivist logic of bipolar gender attribution, the entitlement of ideal masculine virtues, and the repression of so-called non-male characteristics in persons who live with chronic disabling conditions. More specifically, we show how the living experience of chronic disability continues to be co-opted by patriarchal strategies designed to keep particular bodies both invisible and silent.
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  11. Maureen Connolly (1995). Phenomenology, Physical Education, and Special Populations. Human Studies 18 (1):25 - 40.
    This paper attempts to show the complementarity between phenomenology and physical education as human sciences, and discusses how a consideration of this relation might inform the questions we ask and the methods we use in our research and teaching. We enter the common ground shared by phenomenology and physical education by way of three sensitizing concepts: lived experience, intersubjectivity, and insiders stories. Using examples from physical education and phenomenology, the paper shows the connections between these two increasingly compatible partners, emphasizes (...)
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  12. Maureen Connolly (1994). Iris Young. Throwing Like a Girl and Other Essays in Feminist Philosophy and Social Theory Response and Commentary. Human Studies 17 (4):463 - 469.
  13. Maureen Connolly (1993). Respecting Children's Voices: Shared Sentiments in the Work of Waksler, Lather, and Laban. [REVIEW] Human Studies 16 (4):457 - 467.
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