Embodiment and Performance in Pedagogy Research: Investigating the Possibility of the Body in Curriculum Experience

Mia Perry, Carmen Medina

Abstract


In this study, we consider experiential learning in relation to embodiment and performative practices.  We address the need for a method of analysis to examine the role of the body in space, as text, and as experience. In order to develop our analysis, we define embodiment and performance as areas of thought with distinct histories and anatomies.  Through an examination of theories of the body and concepts of the performative in pedagogy, we explore how bodies are constructed and understood within the "experience of learning" (Ellsworth, 2005), and situate performative pedagogy in relation to that. We draw on data from a drama education classroom, and poststructural theory, to illustrate how the body can be considered in analysis and can reveal complex and informative notions about teaching and learning, as well as bodies and performance practices in the classroom.


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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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ISSN: 1942-2563