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The body and pedagogy: beyond absent, moving bodies in pedagogic practice

Ivinson, Gabrielle Mary 2012. The body and pedagogy: beyond absent, moving bodies in pedagogic practice. British Journal of Sociology of Education 33 (4) , pp. 489-506. 10.1080/01425692.2012.662822

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Abstract

Following the corporeal turn in social theory, this paper explores how the body is implicated in pedagogic practice and leaning. Focusing on the body has usually been recognised as part of the regulative rather than instructional discourse in schools. Work has begun to redress the mind–body imbalance through the ‘corporeal device’ developed from Bernstein’s ‘pedagogic device’, the fundamental relay through which social inequalities are reproduced in schools. To properly recognise the way bodies act as pedagogic relays requires a robust understanding of persons as multi-sensorial acting beings. Examples for choreographic pedagogy are used to illuminate the complex and multimodal features of instructional discourse and to suggest how the moving body could be enlisted to enhance students’ access to formal academic discourses and better understand why some young people fail to achieve in schools.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Subjects: H Social Sciences > H Social Sciences (General)
L Education > LB Theory and practice of education
Uncontrolled Keywords: pedagogic device; corporeal device; embodiment; complexity; multimodality; body
Publisher: Routledge
ISSN: 0142-5692
Last Modified: 19 Mar 2016 23:18
URI: http://orca.cf.ac.uk/id/eprint/46834

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