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The body made flesh: embodied learning and the corporeal device
journal contribution
posted on 2014-07-22, 09:54 authored by John Evans, Brian Davies, Emma RichOver recent years there has been growing appreciation of the body’s corporeal
significance in how children learn in educational settings. ‘The body’ has been
conceptualised from a variety of perspectives that we characterise as: ’the body
without flesh’, ‘the body with fleshy feelings’ and ‘the body made flesh’. We reflect
on these perspectives with reference to the model of embodied action used in our
ongoing research on relationships between education and disordered bodies,
outlining what they might differently offer in terms of understanding body/mind/
culture relationships. We suggest that Basil Bernstein’s notion of the ‘pedagogic
device’, when reworked around the concept of a ‘corporeal device’, may provide
one way of better conceptualising such relationships avoiding some of the fault
lines and dualistic thinking inherent in other perspectives. If, as sociologists or
school practitioners, we are to address the agency of ‘the body’ in cultural
reproduction and better understand how the corporeal realities of children
influence their sense of position, value and self, then we will need to deal with
both the ‘physical’ and the ‘phenomenal’ universes of discourse, and the ‘somatic
mediations’ of lived experience. This will mean giving as much attention to the
biological dimensions of embodiment as its discursive representation currently
receives.
History
School
- Sport, Exercise and Health Sciences
Published in
BRITISH JOURNAL OF SOCIOLOGY OF EDUCATIONVolume
30Issue
4Pages
391 - 406 (16)Citation
EVANS, J., DAVIES, B. and RICH, E., 2009. The body made flesh: embodied learning and the corporeal device. British Journal of Sociology of Education, 30(4), pp.391-406.Publisher
© Taylor & FrancisVersion
- NA (Not Applicable or Unknown)
Publication date
2009Notes
This item is Closed Access.ISSN
0142-5692Publisher version
Language
- en