Katie Steele – författare

Two experts in mental health and sport lift the veil on the crisis in women's athletics, offering parents and coaches urgently needed advice and support and showing how female athletes can find joy in whatever sport they choose, at whatever level they compete.No matter the sport, the message to girls and women on the court or the field is the same: Be aggressive, but not too aggressive. Win at all costs, but be polite while you're doing it. Get strong, but not too big. Female athletes have long been conditioned to perform under these standards, gracefully and without complaints.Yet, behind the scenes, female athletes are suffering from disordered eating, depression and anxiety, emotional and sexual abuse, self-harm, and even suicide ideation. Athletes like tennis star Naomi Osaka and gymnastics world champion Simone Biles recently took breaks from competition on the world stage to tend to their mental health. Their decisions have compelled many of us to ask: What is causing this mental health crisis among female athletes? Through research and stories of female athletes of all ages and ability levels, The Price She Pays illuminates where we are going wrong-and how we can correct course.Informed by their experiences both on and off the field, authors Katie Steele and Dr. Tiffany Brown help athletes and parents identify the signs and symptoms of mental health conditions, recognize mistreatment and abuse, understand body image and eating disorders, trauma, and more. By tackling these issues, The Price She Pays encourages readers to understand how the wellbeing of the whole person-not just the athlete-will lead to performance gains from the youth leagues to the elite levels, and everything in between.

The main aim of this Element is to introduce the topic of limited awareness, and changes in awareness, to those interested in the philosophy of decision-making and uncertain reasoning. While it has long been of interest to economists and computer scientists, this topic has only recently been subject to philosophical investigation. Indeed, at first sight limited awareness seems to evade any systematic treatment: it is beyond the uncertainty that can be managed. On the one hand, an agent has no control over what contingencies she is and is not aware of at a given time, and any awareness growth takes her by surprise. On the other hand, agents apparently learn to identify the situations in which they are more and less likely to experience limited awareness and subsequent awareness growth. How can these two sides be reconciled? That is the puzzle we confront in this Element.

This book is for early childhood educators committed to learning about gender [in]justice as a foundation for creating gender affirming early learning environments for all children including those who are transgender and gender expansive (TGE). The authors engage in progressive and contemporary thinking about gender acknowledging its complexity, intersectionality, diversity and dynamism. They draw on Miranda Fricker’s (2007) concepts of testimonial injustice to discuss how young TGE children are considered “too young” to have gender identities or to truly know themselves and hermeneutical injustice to represent the challenges TGE children face in educational environments that do not provide them with linguistic or interpretive tools to help them fully understand and communicate about their gender. Woven throughout the book are the lived experiences and counter-stories of TGE children and adults that privilege their voices and highlight their right to contribute equally to societal understandings of gender and to access all the tools a given society has available at the time to help them name and understand their own experiences.The authors provide discourse, conceptual frameworks and concrete strategies educators can use to inspire resistant social imaginations (Medina, 2013) and actions that improve gender justice for our youngest children.

This book is for early childhood educators committed to learning about gender [in]justice as a foundation for creating gender affirming early learning environments for all children including those who are transgender and gender expansive (TGE). The authors engage in progressive and contemporary thinking about gender acknowledging its complexity, intersectionality, diversity and dynamism. They draw on Miranda Fricker’s (2007) concepts of testimonial injustice to discuss how young TGE children are considered “too young” to have gender identities or to truly know themselves and hermeneutical injustice to represent the challenges TGE children face in educational environments that do not provide them with linguistic or interpretive tools to help them fully understand and communicate about their gender. Woven throughout the book are the lived experiences and counter-stories of TGE children and adults that privilege their voices and highlight their right to contribute equally to societal understandings of gender and to access all the tools a given society has available at the time to help them name and understand their own experiences.The authors provide discourse, conceptual frameworks and concrete strategies educators can use to inspire resistant social imaginations (Medina, 2013) and actions that improve gender justice for our youngest children.

By offering practical steps for adults who work with young children to build inclusive and intentional spaces where all children receive positive messages about their unique gender selves, this book increases awareness about gender diversity in learning environments such as child care centres, family child care homes and preschools.The book is based on some of the most progressive, modern understandings of gender and intersectionality, as well as research on child development, gender health, trauma informed practices and the science of adult learning. By including the voices and lived experiences of gender-expansive children, transgender adults, early childhood educators and parents and family members of trans and gender-expansive children, it contextualizes what it means to rethink early learning programs with a commitment to gender justice and gender equality for all children.