The embodied social studies classroom – Repositioning the body in the social sciences in school

Abstract

Social studies have often been explored as dis-embodied which results in a limited view of what happens in the classroom. Based in Dewey's transactional view of embodied relationality, Todd's discussion on the liminality of pedagogical relationships and recent theoretical contributions into embodied learning and body pedagogics, the purpose is to explore students' embodied engagement as an important but often overlooked aspect of social studies in school. The focus is on pedagogical encounters in terms of how students' actions acquire a certain function in the classroom. Three embodied engagements-(i) disengaged encounters, (ii) screened encounters, and (iii) educative encounters-are identified and discussed in terms of the liminality of pedagogical encounters.

Aesthetic judgments and meaning-making during cooking in Home and Consumer Studies

“…With this transactional approach, Dewey allows us to consider embodiment as the continuous processes in which bodies and their environments co-constitute one another (Sullivan, 2002). In other words, what bodies do and become in and through their functional coordination with the environment (Sund, Quennerstedt & Öhman, 2019). When encountering new situations, people recall experiences from previous encounters, which has a transformative influence on how the earlier encounter is made intelligible: the experiences are reactualized (Lidar, Almqvist & Östman, 2009).…”