ERIC Number: EJ1054585
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Centering Embodied Learning in Anti-Oppressive Pedagogy
Wagner, Anne E.; Shahjahan, Riyad A.
Teaching in Higher Education, v20 n3 p244-254 2015
Academia has traditionally valued cognition and intellectual processes, eschewing the significance of other bodily domains involved in teaching, learning, and theorizing. Grounding the analysis in our experiences as diversely positioned academics, we argue that embodied teaching and theorizing provide a unique means of delivering material consistent with the aims of social justice education, while simultaneously challenging neoliberal paradigms. Acknowledging both students' and faculty members' discomfort and/or resistance to embodied approaches, this analysis contributes to discussions about critical approaches to dismantling neoliberalism and developing an alternative framework of understanding through which conventional paradigms of thought may be challenged.
Descriptors: Teaching Methods, Social Justice, Neoliberalism, Guidelines, College Faculty, Learning Activities, Power Structure, Advantaged, Disadvantaged, Task Analysis, Experiential Learning, Nonverbal Communication, College Students
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A