Work

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

Year: 2019

Type: article

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.

Source: Cogent Education

DOI: 10.1080/2331186x.2019.1569350

Authors: Louise Sund, Mikael Quennerstedt, Marie Öhman, Ursula Hoadley

Institutions: Örebro University, University of Cape Town

Language: English

Topic: Corporeality, Perception, and Education

Subfield: General Arts and Humanities

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $272