Embodied ways of knowing, pedagogies, and social justice: inclusive science and beyond. Wilcox, H. N. NWSA Journal, 21(2):104, 2009. Publisher: Johns Hopkins University Press![Embodied ways of knowing, pedagogies, and social justice: inclusive science and beyond [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex This paper explores the implications of embodied ways of knowing for research, teaching, and activism. The concept of embodied knowledges/pedagogies draws attention to bodies as agents of knowledge production. I first outline a theoretical framework that connects embodied knowledges to lived experiences, performance, and bodily intelligence. This theoretical framework has emerged from the collaboration among four groups and institutions: Ananya Dance Theatre (ADT hereafter), environmental justice researchers/advocates, the College of St. Catherine (CSC hereafter), and the 2008 Inclusive Science Conference (ISC hereafter). By evaluating this collaborative project, I develop three pedagogical models that foreground embodied knowledges. Qualitative evidence suggests that embodied pedagogies foster a sense of community and challenge Eurocentric and male-centered systems of knowledge production predicated upon the body/mind binary. In the civic arena, activists use embodied pedagogies to provide emotional access to science-based information, and to mobilize for social change. I invite artists, activists, and educators to consider the potential of embodied knowledges to forge creative alliances, and to radically transform our work, our institutions, and knowledge production in general.
@article{wilcox_embodied_2009,
title = {Embodied ways of knowing, pedagogies, and social justice: inclusive science and beyond},
volume = {21},
issn = {1040-0656},
url = {http://ezproxy.lib.usf.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsglr&AN=edsgcl.215305265&site=eds-live},
abstract = {This paper explores the implications of embodied ways of knowing for research, teaching, and activism. The concept of embodied knowledges/pedagogies draws attention to bodies as agents of knowledge production. I first outline a theoretical framework that connects embodied knowledges to lived experiences, performance, and bodily intelligence. This theoretical framework has emerged from the collaboration among four groups and institutions: Ananya Dance Theatre (ADT hereafter), environmental justice researchers/advocates, the College of St. Catherine (CSC hereafter), and the 2008 Inclusive Science Conference (ISC hereafter). By evaluating this collaborative project, I develop three pedagogical models that foreground embodied knowledges. Qualitative evidence suggests that embodied pedagogies foster a sense of community and challenge Eurocentric and male-centered systems of knowledge production predicated upon the body/mind binary. In the civic arena, activists use embodied pedagogies to provide emotional access to science-based information, and to mobilize for social change. I invite artists, activists, and educators to consider the potential of embodied knowledges to forge creative alliances, and to radically transform our work, our institutions, and knowledge production in general.},
number = {2},
journal = {NWSA Journal},
author = {Wilcox, Hui Niu},
year = {2009},
note = {Publisher: Johns Hopkins University Press},
keywords = {Knowledge -- Social aspects, Social justice -- Educational aspects, Teaching -- Models, United States},
pages = {104}
}
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