Traditional pedagogy divides mind and body into a dichotomy that regards the body as little more than a subordinate instrument in service to the mind. Embodied pedagogy joins body and mind in a physical and mental act of knowledge construction. In this article we offer an integration of extant literature analyzing isolated applications of embodied pedagogy into a holistic curricular vision. We employ a constructivist lens informed by the socially situated perspectives of critical pedagogy. Our exploration reveals shared salient characteristics that bridge disparate disciplines in the implementation of embodied pedagogy. Based on our analysis of these characteristics, we offer actionable steps to realize a curriculum integrating embodied pedagogy.Embodied pedagogy has emerged as the subject of an expanding dialogue within fields as diverse as cognitive psychology (

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Perceived racism has been demonstrated to be negatively associated with poor outcomes in behavioral health (e.g., alcohol abuse), mental health (e.g., depression), physical health (e.g., cardiovascular reactivity), academic well-being (e.g., lower self-efficacy), and problematic health behaviors (e.g., suicidal attempts; Williams & Mohammed, 2009). Yet, the factors that influence these outcomes are less clear. As a relatively new area of scholarship, critical questions remain empirically unanswered. For instance, what are effective ways of coping with one's experiences with racism? What role do friends and family play in helping to ameliorate the effects of perceived racism? Is it effective to prepare our children to encounter racism? Although such questions have intuitive appeal to scholars, practitioners, and lay persons alike, empirical answers to these questions are needed to better understand the factors that mitigate the impact of racism on people of color. To this end, the

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This chapter examines curricula as important microsystems for LGBTQ college students. The authors explore sociocultural influences on curricula and discuss strategies for creating positive curricular experiences for LGBTQ students.