Books
Oliver, K. L. & Kirk, D. (2015). Girls, gender and physical education: An activist approach.
New York: Rutledge.
Oliver, K. L., & Lalik, R. (2000). Bodily knowledge: Learning about equity and justice with adolescent girls. New York: Peter Lang.
Online Resources
Oliver, K. L. (1998). A journey into narrative analysis: A methodology for discovering meanings. Journal of Teachings in Physical Education, 17, 244-259.
Oliver, K. L. (1999). Adolescent girls’ body-narratives: Learning to desire and create a “fashionable” image. Teachers College Record, 101(2), 220-246.
Oliver, K. L. (2001). Images of the body from popular culture: Engaging adolescent girls in critical inquiry. Sport, Education and Society, 6(2), 143-164.
Oliver, K. L., et al. (2013). “The sweetness of struggle”: Innovation in physical education teacher training through student-centered inquiry as curriculum in a physical education methods course. Physical Education and Sport Pedagogy, 20(1), 97-115.
Oliver, K. L., & Hamzeh, M. (2010).“The boys won’t let us play”: 5th grade mestizas publicly challenge physical activity discourse at school. Research Quarterly for Exercise and Sport, 81(1), 39-51.
Oliver, K. L., Hamzeh, M., & McCaughtry, N. (2009). “Girly girls can play games/ Las niñas pueden jugar tambien:” Co-creating a curriculum of possibilities with 5th grade girls. Journal of Teaching in Physical Education, 28(1), 90-110.
Oliver, K. L., & Kirk, D. (2014). Towards an activist approach to research and advocacy for girls and physical education. Physical Education and Sport Pedagogy, 1-15.
Oliver, K. L., & Lalik, R. (2004). Critical inquiry on the body in girls’ physical education classes: A critical poststructural analysis. Journal of Teaching in Physical Education, 23(2), 162-195.
Oliver, K. L. & Lalik, R. (2004). ‘The Beauty Walk, this ain’t my topic’: Learning about critical inquiry with adolescent girls. Journal of Curriculum Studies, 36(5), 555-586.
Oliver, K. L., & Lalik, R. (2001). The body as curriculum: Learning with adolescent girls. Journal of Curriculum Studies, 33(3), 303-333.
