Somaesthetics and Racism: Toward an Embodied Pedagogy of Difference

2010 ◽  
Vol 44 (3) ◽  
pp. 69-81 ◽  
Author(s):  
David A. Granger
Keyword(s):  
Embodied Pedagogy

Social Justice and Critical/Performative Communicative Pedagogy

2011 ◽  
Vol 4 (1) ◽  
pp. 21-34 ◽  
Author(s):  
John T. Warren
Keyword(s):  
Qualitative Research ◽  
Social Justice ◽  
Classroom Interactions ◽  
Point Of View ◽  
Constitutive Relationship ◽  
Just World ◽  
The World ◽  
Analytical Point ◽  
Embodied Pedagogy

Through narratives and critical interrogations of classroom interactions, I sketch an argument for a co-constitutive relationship between qualitative research and pedagogy that imagines a more reflexive and socially just world. Through story, one comes to see an interplay between one's own experiences, one's own desires and one's community — I seek to focus that potential into an embodied pedagogy that highlights power and, as a result, holds all of us accountable for our own situated-ness in systems of power in ways that grant us potential places from which to enact change. Key in this discussion is a careful analytical point of view for seeing the world and a set of practices that work to imagine new ways of talking back.

scholarly journals Using Embodied Practices with Preservice Teachers: Teaching and Reflecting Through the Body to Re-think Teacher Education

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Emily Klein ◽  
Monica Taylor ◽  
Rachel Forgasz
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Ways Of Knowing ◽  
The Body ◽  
Embodied Learning ◽  
New Meanings ◽  
Pre Service Teacher ◽  
Embodied Pedagogy

This action research describes how three teacher educators invited preservice teachers to be in their bodies, or learn through “embodied pedagogy.” We wanted see how this pedagogy helped preservice teachers learn to reflect through their bodies, confront their own bias to cognitive ways of knowing, and ultimately begin to consider the use of embodied instructional strategies. We describe our questions, the activities we designed to help us answer them, and data collected from the first course in a pre-service teacher education program. Finally, we analyze these data and identify themes related to embodied learning and reflection and describe some potential implications for teacher educators. Although at times uncomfortable, we found the body became a tool for reflection whether through experiencing or accessing emotions or for uncovering new meanings and deep insights about themselves.

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