3. The Secret in the Body: Knowledge and Ignorance about Genes

2020 ◽  
pp. 51-74
Keyword(s):  
The Body ◽  
Body Knowledge

Situating embodied instruction – proxemics and body knowledge

2021 ◽  
Vol 7 (s4) ◽  
Author(s):  
Darren James Reed
Keyword(s):  
The Body ◽  
Public Display ◽  
Intimate Contact ◽  
Dance Class ◽  
Performance Training ◽  
Playing Field ◽  
Close Analysis ◽  
Spoken Interaction ◽  
Different Levels ◽  
Body Knowledge

Abstract In various ways the movement and experience of the body is instructed by others. This may be in the dance class or on the playing field. In these interactions, one person claims knowledge of the other’s body and rights to instruct how that body functions, moves, and feels. By undertaking a close analysis of embodied and spoken interaction within performance training sessions from a multimodal conversation analytic perspective, this paper will identify one kind of broad sequential trajectory – from intimate contact to public display - that shows how an instructor claims rights over the internal workings of another’s body by traversing different levels of proximity and sensorial modalities.

scholarly journals Knowledge, authority, and positionality in Asian immigrant female faculty teaching diversity classes

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Jung-ah Choi ◽  
Jae Hoon Lim
Keyword(s):  
Multicultural Education ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Faculty Of Color ◽  
The Body ◽  
Power Dynamics ◽  
Safe Environment ◽  
Faculty Teaching ◽  
The One ◽  
Body Knowledge

AbstractThis paper is a self-reflective narrative of our teaching experience as two immigrant Asian female professors who teach Multicultural Education. Employing collaborative autoethnography (CAE), the study addresses the issues of authority, positionality, and legitimacy of knowledge claims in critical feminist pedagogy. Two research questions guided our inquiry: 1. How does a teacher’s racial positionality play out in exercising professional knowledge, and conversely, 2. How does seemingly neutral professional knowledge become racialized in the discussions of race? Major findings demonstrate the double-edged contradictions in the body/knowledge nexus manifested in our everyday teaching contexts. On the one hand, the bodily dimension of teacher knowledge is de-racialized because of institutional norms and cultures. On the other hand, there are times professional knowledge becomes racialized through the teacher’s body. Understanding the body/knowledge nexus that invites precarious power dynamics in racial discussions and even blatantly dismisses our professional knowledge, we, as an immigrant faculty of color, find it impossible to create a safe environment for participatory, critical discourse. Acknowledging our triple marginality, we put forth the concept of “pedagogy of fear” (Leonardo, Z., & Porter, R. K. (2010). Pedagogy of fear: Toward a Fanonian theory of ‘safety’ in race dialogue. Race, Ethnicity and Education, 13(2), 139–157) which squarely disrupts the idea of a safe environment in race dialog and urges teachers to confront their own/their students’ fear and create a space of teaching vulnerably.

scholarly journals Development of body knowledge as measured by arm differentiation in infants: from global to local?

2019 ◽  
Author(s):  
Lisa Jacquey ◽  
Sergiu T. Popescu ◽  
Judith Vergne ◽  
Jacqueline Fagard ◽  
Rana Esseily ◽  
...  
Keyword(s):  
Detection Task ◽  
The Body ◽  
Developmental Trend ◽  
Body Parts ◽  
Body Movements ◽  
Contingency Detection ◽  
Audiovisual Stimulus ◽  
Body Knowledge

The ability to perceive and use the body parts in an organised and differentiated manner is a precursor of body knowledge in infancy. To acquire this ability, the infant’s brain might explore the perceptual consequences of its bodily actions. Undifferentiated body movements would gradually be replaced by more precise actions. Only a very few papers have tested this “global-to-local” hypothesis and none of them have so far been replicated. In this study, we assessed arm differentiation in 4-, 6- and 8-month-old infants using a new contingency detection task in which infants have to detect a contingency between one of their arms’ activity and an audiovisual stimulus on a screen. We found that 4- to 8-month-old infants seem able to differentiate their arms. However, surprisingly, we were not able to show a developmental trend in arm differentiation between 4 and 8 months of age.

scholarly journals Participatory health education on school (re)inclusion of the adolescent cancer survivor

2021 ◽  
Vol 74 (1) ◽  
Author(s):  
Tátilla Rangel Lobo Braga ◽  
Camille Xavier de Mattos ◽  
Ivone Evangelista Cabral
Keyword(s):  
Health Education ◽  
Cancer Survivor ◽  
Collective Identity ◽  
Educational Process ◽  
The Body ◽  
Reference Case ◽  
Adolescent Cancer ◽  
Raising Awareness ◽  
Knowledge Dynamics ◽  
Body Knowledge

ABSTRACT Objectives: to analyze school (re)inclusion of an adolescent cancer survivor before/after participatory health education with adolescents. Methods: qualitative and participatory research that included data from the medical record of an adolescent rhabdomyosarcoma survivor and Talking Map dynamics (to diagnose the demand for learning and assess changes). The body-knowledge dynamics were applied in the educational intervention. In a public school in Rio de Janeiro, the adolescent (reference case) and nine people (four teachers and five teenagers) generated empirical materials, which became the content analysis objects. Results: strangeness to changes in an adolescent cancer survivor’s body image, bullying, and acceptance were problematized in educational body-knowledge dynamics through relationships between changes and barriers to welcoming. The participatory educational process was essential in raising awareness by promoting re-inclusive actions. Conclusions: participatory-problematizing education contributed to constructing a new collective identity and improvement in school interaction among peers.

Human curiosities and the Royal Society, 1699-1751

1996 ◽  
Vol 50 (1) ◽  
pp. 13-27 ◽  
Keyword(s):  
Human Body ◽  
Royal Society ◽  
Direct Evidence ◽  
The Body ◽  
Post Mortem ◽  
Special Provision ◽  
Body Knowledge

Although anatomy is primarily concerned with the structure, and physiology with the functioning of the human body, knowledge of both is essential to the surgeon and the physician. This certainly applies to the living ‘human curiosities’ in the present paper: they and post-mortem specimens have been selected to illustrate myology and osteology, two branches of anatomical science with which the Royal Society was long preoccupied. The second charter of the Royal Society made special provision for it ‘to demand and receive the bodies of executed criminals, and to anatomize them, as the College of Physicians and the Company of Surgeons of London use or enjoy’, but there is little direct evidence that this prerogative was exercised. The College of Physicians encountered practical difficulties in obtaining the bodies of the four executed criminals to which they were entitled, as seen by its president Sir Hans Sloane’s petitions to Parliament in 1721 and 1723 (when they became law). Entries in Sloane’s ‘Humana’ Catalogue suggest that he made other arrangements for his own collections: 14. The sceleton of a man made by Mr. Verier of the body of a Highwayman executed at Tiburn and bought by me 3.4.6. ... 534. The kidneys of a malefactor hang’d at Tyburn wherein appear two ureters & 2 basons in each kidney, which ureters join before their insertion into the bladder. Given me by Dr. Rutty.

scholarly journals Development and Validation of the Body Knowledge Questionnaire (Phase 2)

2018 ◽  
Vol 12 (1) ◽  
Author(s):  
David A. Hernandez ◽  
Cheri Ann Hernandez
Keyword(s):  
Weight Management ◽  
Emotional Eating ◽  
Function Analysis ◽  
Management Practice ◽  
Normal Weight ◽  
The Body ◽  
Validity And Reliability ◽  
Management Interventions ◽  
Knowledge Questionnaire ◽  
Body Knowledge

This study evaluated the psychometric properties of the Body Knowledge Questionnaire (BKQ), an instrument that measures weight management integration: an individual’s attitudes, preferences, and behaviors associated with weight self-management. The BKQ was revised following a pilot study demonstrating its validity and reliability, and new items were added based on data gathered through four focus groups of obese and normal-weight survey completers. Additional items were derived from the extant literature on weight management and integration. A panel of 30 health professionals who work in the area of weight management, bariatrics, and nutrition science reviewed the revised BKQ for content validity. Two hundred sixty-seven participants, recruited through Walden University’s online participant pool, completed the revised 66-item BKQ through SurveyMonkey. Exploratory factor analysis yielded a five-factor solution (Emotional Eating, Health-Conscious Lifestyle, Conscientious Eating Habits, Food Centricity, and Psychosomatic Awareness), with factor loadings >.40. Discriminant function analysis determined that the BKQ full scale and subscales could predict the classification of participants into normal-weight and obese groups for the total sample with 71% and 79% accuracy, respectively. Test–retest reliability was .86, and internal consistency of the overall BKQ was .92. The BKQ instrument has potential for use in individual or group weight management programs and program evaluation; for use in weight management practice areas such as dietetics, diabetes education, nursing, and psychology; or in the development of new weight management interventions.

Weighing in on the Body Knowledge Questionnaire

2015 ◽  
Vol 41 (3) ◽  
pp. 369-376
Author(s):  
David A. Hernandez ◽  
Cheri Ann Hernandez
Keyword(s):  
The Body ◽  
Knowledge Questionnaire ◽  
Body Knowledge

Developmental Trends in Children's Internal Body Knowledge

2016 ◽  
Vol 42 (1) ◽  
pp. 66-72
Author(s):  
Jisca Sterk ◽  
Peter Mertin
Keyword(s):  
The Body ◽  
Body Parts ◽  
Internal Organs ◽  
Developmental Trends ◽  
Human Figure Drawing ◽  
Human Figure ◽  
Figure Drawing ◽  
Paediatric Health ◽  
Internal Body ◽  
Body Knowledge

Literature on children's internal body knowledge has consistently indicated that knowledge about the body develops in an orderly sequence with increasing age. How much children currently know about their internal organs, however, may be influenced by the increase in health and body information available through school education programmes. As there is little recent research in this area, the present study aimed to provide an update on what Australian children currently understand about their anatomy, and to corroborate the developmental trends found in previous research. One hundred and eighty-nine school children aged 7 to 12 years were asked to draw the interior of the body in a body outline provided, with a subset of 54 children also being interviewed about their understanding of their anatomy. The developmental trends found in this study were broadly consistent with those reported in the existing literature on children's inside body knowledge, and are similar to those documented with children's human figure drawing; namely, that children's body knowledge and understanding increased with age. Although awareness of the integration of internal body parts amongst children in the present study seemed more developed than suggested in previous studies, the availability of educational resources influencing children's knowledge about their internal organs remains equivocal. Nevertheless, this research has relevance for those involved in children's health awareness and education, as well as direct implications for paediatric health care procedures.

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