2017
DOI: 10.1080/17425964.2017.1286576
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“Struck by the Way Our Bodies Conveyed So Much:” A Collaborative Self-Study of our Developing Understanding of Embodied Pedagogies

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Cited by 23 publications
(11 citation statements)
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“…How could our students have been so oblivious to the embodied nature of teaching given the live, relational, interactive contexts of the schools and classrooms in which it takes place? Such unawareness is, arguably, a benign symptom of the hierarchical privileging of mind over body, other symptoms of which are the unfamiliarity and subsequent discomfort so commonly reported in research into embodied pedagogies (Forgasz & McDonough, 2017;Lawrence, 2012;MacIntyre Latta & Buck, 2008). At the same time, as teacher educators committed to anti-oppressive and socially just teaching, we recognise the problematic implications that follow.…”
Section: Implications and Conclusionmentioning
confidence: 90%
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“…How could our students have been so oblivious to the embodied nature of teaching given the live, relational, interactive contexts of the schools and classrooms in which it takes place? Such unawareness is, arguably, a benign symptom of the hierarchical privileging of mind over body, other symptoms of which are the unfamiliarity and subsequent discomfort so commonly reported in research into embodied pedagogies (Forgasz & McDonough, 2017;Lawrence, 2012;MacIntyre Latta & Buck, 2008). At the same time, as teacher educators committed to anti-oppressive and socially just teaching, we recognise the problematic implications that follow.…”
Section: Implications and Conclusionmentioning
confidence: 90%
“…Finally, embodiment is of interest across educational settings because it accounts for the relational connection between teachers and learners in real time and space (Dixon & Senior, 2011;MacIntryre Latta & Buck, 2008;Senior & Dixon, 2009). Forgasz and McDonough (2017) observe that in the teacher education research literature, "the term embodied pedagogy is invoked in slightly different ways to emphasize different nuances of its nature, relevance and value" (p. 54). For example, Estola and Elbaz-Luwisch (2003) take a phenomenological view of the significance of bodies and embodiment in teaching, citing Merleau-Ponty's active, agentic, and intentional body.…”
Section: Embodied Pedagogiesmentioning
confidence: 99%
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