ABSTRACT
Listening and responding to girls over time is imperative given the consistent findings from activist research in physical education that illuminates the challenge in helping girls put language to experience. This chapter describes a snapshot of student-centered inquiry as curriculum as one group of pre-service teachers from a secondary physical education methods course work with a group of 14-15 year old youth in a co-education physical education class. It considers physical education researchers inspired and informed by anthropological and interpretative research paradigms that have conducted fieldwork in physical education settings that require lengthy periods of time in the field. Activist scholars have needed to work across time and in creative ways to help girls name the meanings of their experiences in ways that allow both girls and researchers to use these experiences as a springboard for understanding, critique, and ultimately change.
