What can bodies do? En/gendering body-space choreographies of stillness, movement and flow in post-16 pedagogic encounters. (March 2018)

• Record Type: Journal Article
• Authors: Taylor, Carol A.
• Is Part Of: International journal of educational research. Volume 88(2018)
• Page Start: 156
• Page End: 165
• Publication Date: 2018-03
• Subjects: Body-space -- Choreography -- Pedagogy -- Matter -- Atmosphere -- Affect -- Refrain; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2018.02.001
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Bodies are vital, dynamic players in knowledge-making practices in classrooms. Bodies enact ongoing choreographies of body-space mattering. Gendered identities are produced by the regulation of power in classrooms. Pedagogic norms are recognized, routinized and enacted through bodily habits. Bodies are analysed through an interdisciplinary feminist approach. Abstract: Bodies do inventive, dynamic and productive work in classrooms. This paper argues that bodies are vital players in pedagogic encounters, informing how gender identities are shaped, how power operates, and how pedagogies are enacted. It uses a range of theoretical resources – on space (Massey, 2005), corporeal geography (McCormack, 2013), material feminism (Barad, 2007) – to develop an interdisciplinary analysis of body-space choreographies in Sixth Form College spaces. Empirically, the paper is grounded in six close-up 'material moments' of stillness, movement and flow, which indicate that pedagogic encounters are conditioned by routine bodily enactments which happen at speed and often go unnoticed but which do important pedagogic work.