Gustavo González-Calvo

Profesor Titular de Universidad

Universidad de Valladolid

Spain

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About

Gustavo González-Calvo is a Profesor Titular de Universidad at Universidad de Valladolid, Spain. His research focuses on themes such as bodily narratives in physical education, rural youth dynamics, and the impacts of neoliberalism on teacher identity. Additionally, he explores the intersection of health, technology, and self-representation in contemporary youth culture. His recent work highlights the complexities of stigma and precarity in educational contexts.

Articles (23)

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Collaborators (8)

Daniel Bores-García

Profesor Ayudante Doctor

Universidad Rey Juan Carlos

SPAIN

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Fátima Cruz

Associate Professor

Universidad de Valladolid

SPAIN

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Valeria Varea

Senior Lecturer

Edith Cowan University

AUSTRALIA

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JOSÉ EDUARDO SIERRA-NIETO

Profesor Titular de Universidad

University of Malaga

SPAIN

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Roderick Philpot

Senior Lecturer

University of Auckland

NEW ZEALAND

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Göran Gerdin

Linnaeus University

SWEDEN

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Raúl A. Barba-Martín

Profesor Contratado Doctor

Universidad de León

SPAIN

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Alfonso García-Monge

Universidad de Valladolid

SPAIN

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Gustavo González-Calvo

Research Interests

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About

Articles (23)

Bodily Uncertainty, Precarious Body: An Embodied Narrative of a Physical Education Teacher From an Autobiographical Perspective

Roots of Rural Youth: A Five-Year Systematic Review of Place Attachment

The weight of stigma: Charlie and the fragility of bodies in the age of lightness

TRABALHO E PRECARIZAÇÃO NO ENSINO SUPERIOR: ANÁLISE DOS IMPACTOS DAS NOVAS TECNOLOGIAS E INTELIGÊNCIA ARTIFICIAL NO TRABALHO DOCENTE NA ESPANHA

Hope under siege: youth precarity, far-right politics, and the colonisation of the future

The atypical physical educator: Bordieuan insights into teacher’s body narratives and values construction in pedagogical practice

PRECARIZAÇÃO DO TRABALHO DOCENTE:

Teacher Identity and Neoliberalism: An Auto‐Netnographic Exploration of the Public Education Crisis

Health models and the quest for the ‘healthy’ body. analysis of adolescents’ experiences using Instagram

Older men in motion: bodies, masculinities, and redefinition of identity

Socio-emotional aspects articulated with content in an online teachers’ community of practice: ‘agreeable dialogue zones’

Punto de encuentro

Lesbian, anorexic, disabled, and big: other ways of being a female physical education teacher

Exploring educational interactions in a pandemic situation through comics: an approach to the Spanish context

Children’s Experiences of Lockdown and Social Distancing in the Covid-19 Pandemic

Physical Education and COVID-19: what have we learned?

Making the familiar strange: a narrative about Spanish children’s experiences of physical (in)activity to reconsider the ability of physical education to produce healthy citizens

‘The good, the bad and the ugly’: primary school children’s visual representations and interpretations of PE teacher embodiments

The school in times of pandemic: a personal and professional perspective

A World Through Glass: A Narrative Around the Family Experiences During the Confinement of COVID-19

Body image(s): Problematizing future physical education teachers’ beliefs about the body and physical activity through visual imagery

Comparison of children’s inhibitory control, attention and working memory in three different throwing games: EEG exploratory study (Comparación del control inhibitorio, la atención y la memoria de trabajo de los niños en tres juegos de lanzamiento diferen

The (virtual) teaching of physical education in times of pandemic

Collaborators (8)

Daniel Bores-García

Fátima Cruz

Valeria Varea

JOSÉ EDUARDO SIERRA-NIETO

Roderick Philpot

Göran Gerdin

Raúl A. Barba-Martín

Alfonso García-Monge

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