Maureen Connolly
Professor
Department of Child and Youth Studies
Brock University
Canada
Biography
Dr. Connolly is a cross-listed professor with the Department of Child and Youth Studies. I am interested in stressed embodiment: bodily experience that includes a broad spectrum of pain, discomfort, disability, physical training, trauma, and addiction. I am also interested in the role of the body in learning and teaching and how bodies can be critically involved in decisions about how teaching and learning are organized. My other interests include curriculum, movement education, dance, creative and expressive writing and narrative. I work from a phenomenological and semiotic orientation and identify as critically qualitative in my research orientation. In my curricular and pedagogic work, I work from a Freirien perspective. Much of my recent research is based in the service learning experiences I have coordinated since 1994/1995: SNAP and Autism Movement Camp, and in the embedded curriculum I employ for the participants, the students who work with them and the mentors who work with the students.
Research Interest
"I am interested in stressed embodiment: bodily experience that includes a broad spectrum of pain, discomfort, disability, physical training, trauma, and addiction. I am also interested in the role of the body in learning and teaching and how bodies can be critically involved in decisions about how teaching and learning are organized. "
Publications
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Connolly, M. (2008). “Prove to me that I am Sentientâ€. 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.
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Connolly, M., (2011) Performances of spectacular and stressed embodiment in Star Trek, the Motion Picture. In M.Berman & R. Dalvi (Eds) Heroes, Monsters and Values: Science Fiction Films of the 1970’s. ( pp 41-55) Newcastle, UK: Cambridge Scholars Press
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Anthony S. Burns · Daphney St-Germain · Maureen Connolly · Jude J. Delparte · Andréanne Guindon · Sander L. Hitzig · B. Catharine Craven (2014). Neurogenic Bowel After Spinal Cord Injury From the Perspective of Support Providers: A Phenomenological Study. Article in PM&R 7(4) · October 2014
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Cramp, J., Courtois, F., Connolly, M., Cosby, J., Ditor, D., The Impact of Urinary Incontinence on Sexual Function and Sexual Satisfaction in Women with Spinal Cord Injury. Sexuality and Disability. 09/2014. 32(3): 397-412
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Anthony S. Burns · Daphney St-Germain · Maureen Connolly · Jude J. Delparte · Andréanne Guindon · Sander L. Hitzig · B. Catharine Craven (2014). Phenomenological Study of Neurogenic Bowel From the Perspective of Individuals Living With Spinal Cord Injury. Archives of Physical Medicine and Rehabilitation 08/2014; pii(1).
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Frost, G., M. Connolly & E. Lappano. Why is it so hard to do a good thing? The chal-lenges of using reflection to help sustain a commitment to learning. In C. Chiapetta Swanson, E. Allard, E. Aspenlieder, J. Raffoul & C. Teeter (Eds.) Collected Essays in Learning and Teaching, Vol. 7 No. 1, p. 46-49.
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Frost, G. & M. Connolly. The Road Less Travelled? Pathways from Passivity to Agency in Student Learning. In G. Boulet, N. Haave, R. Harde, M. MacKinnon, J. Plews & J. Wesselius (Eds.) Collected Essays in Learning and Teaching, Vol. 8, p. 47-54.
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Frost, G. & M. Connolly. Is fine tuning possible with grade-focused students? In N.Haave (Ed.) In G. Boulet, N. Haave, R. Harde, M. MacKinnon, J. Plews & J. Wesselius (Eds.) Collected Essays in Learning and Teaching, Vol. 9, p. 147-154.
