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What might a teacher’s bodied history mean in or to their teaching? What might that history mean in their relationships with students? This study is an inquiry into the meaning of the teacher’s body in the pedagogy of mid-career dance education teachers. I consider how teachers experience their bodies; and ask how awareness of the social construction of bodies might resonate with teachers’ lived experiences of their bodies. The research is framed by hermeneutic phenomenology and incorporates a post structural Foucauldian genealogy to situate experience as constituted culturally, historically, and institutionally. Feminist concerns inform methodology and method. Arts-based ways of knowing infuse methodology and method. Throughout the research, I consider the arts as modes of inquiry, analysis, interpretation and expression.
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