Teaching bodies at work

Estola, Eila; Elbaz‐Luwisch, Freema

doi:10.1080/0022027032000129523

Cited by 79 publications

(42 citation statements)

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“…O'Farrel et al 2000, Estola & Elbaz-Luwissh 2003, Bresler 2004, Watkins 2007, Zembylas 2007Macintyre Latta & Buck 2008, Kraus 2008. As a result of the existence of dualist prejudices (i.e.…”

mentioning

confidence: 99%

Corporeality, Equality, and Education: A Biopedagogical Perspective

Vlieghe¹

2014

Review of Education, Pedagogy, and Cultural Studies

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In this article I develop a new perspective on the role and the position of the human body in the world of education. The interest in the theme of corporeality is of course far from new, and this applies not only to the field of social sciences in general (where in the last two decades a 'corporeal turn' has taken place, see Sheets-Johnstone 2009), but also to the field of educational theory. This (re)new(ed) interest in the body was welcomed by many scholars,

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confidence: 99%

Corporeality, Equality, and Education: A Biopedagogical Perspective

Vlieghe¹

2014

Review of Education, Pedagogy, and Cultural Studies

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“…Another powerful means of embodied control in schools is simply in the way the physical environment has been designed and organized. Some schools require body practices where students behave like machines (Estola & Elbaz-Luwisch, 2003). The ways students use their bodies are learned and controlled, further illustrating the point that students may be feeling disembodied and silenced.…”

Section: Embodied Knowing and The Sometimes Controlling Nature Of Schoolmentioning

confidence: 99%

“…However, it is, to a large extent, implicit and hidden. How do researchers find new epistemological commitments and methods to talk about bodies in education (Estola & Elbaz-Luwisch, 2003)? More importantly, in my particular case, how do we talk about bodies and literacy and literacy education?…”

Section: Embodied Knowing and The Sometimes Controlling Nature Of Schoolmentioning

confidence: 99%

“I Allow Myself to FEEL Now …”: Adolescent Girls' Negotiations of Embodied Knowing, the Female Body, and Literacy

Woodcock

2010

Journal of Literacy Research

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This study sought to provide new insights to the following questions: When discussing their literacy practices, how do adolescent girls talk about their bodies? What is the role of the body in some young women's literacy? What are the different forms that (dis)embodied learning can take, and what is its role in girls' literacy education? These questions were developed out of an interest in shedding light upon how particular literacies foster agency, how school and other institutional contexts can sometimes feel physically controlling, and how voice/silence are related to (dis)embodied knowledge. Grounded in the above questions, this article shares a cross-case analysis focused on issues of the body as they relate to case studies of three adolescent girls (ages 18-21) of diverse backgrounds. Informants participated in several interviews and the assembling of literacy artifacts, and the interviews were analyzed with the Listening Guide, a feminist, voice-centered, relational methodology. First, the work is situated theoretically by defining and exploring terms such as agency, embodied knowing, and voice/silence, and how they all relate to literacy, school, and learning. Second, the methodological framework used to collect and analyze data with the female informants is provided. Third, the cross-case analysis of case studies is provided, focusing on the three themes of agency, the physically controlling nature of schools/institutions, and the notion of silence or disembodied knowing when it comes to such issues as sexuality and social class. The three informants all engaged somewhat critically with their literacies, though not in a consistent fashion, exhibiting some dissonance or disembodied knowing in relation to their literacy practices. Even in the face of Correspondence should be addressed to Christine

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“…But they only acknowledge the labour process in a limited way, and we need to broaden the vision. For instance, school teaching is embodied labour, in which the physical presence of the teacher in interaction with the student is important (Estola and Elbaz-Luwisch 2003). Energy, movement, expression, and fatigue all matter.…”

Section: The Work Of Teachingmentioning

confidence: 99%

Bons professores em um terreno perigoso: rumo a uma nova visão da qualidade e do profissionalismo

Connell¹

2010

Educ. Pesqui.

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Ideas about what makes a good teacher are important in thinking about educational reform, and have come into focus recently. These ideas are contested and open to change. The first part of this paper traces models of the good teacher in Australia from the colonial-era good servant, through an ideal of the autonomous scholarteacher, to contemporary lists of teacher competencies. The second part looks more closely at the incoherent but insistent way the good teacher is now defined under neoliberal governance by teacher registration authorities. The third part of the paper makes proposals for a new understanding of good teachers: based on understanding the labour process and occupational dynamics of teaching, the intellectual structure of Education studies, and the overall logic of education itself.

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Teaching bodies at work

Cited by 79 publications

References 0 publications

Corporeality, Equality, and Education: A Biopedagogical Perspective

Corporeality, Equality, and Education: A Biopedagogical Perspective

“I Allow Myself to FEEL Now …”: Adolescent Girls' Negotiations of Embodied Knowing, the Female Body, and Literacy

Bons professores em um terreno perigoso: rumo a uma nova visão da qualidade e do profissionalismo

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