The embodied social studies classroom – Repositioning the body in the social sciences in school

Abstract

Social studies have often been explored as dis-embodied which results in a limited view of what happens in the classroom. Based in Dewey’s transactional view of embodied relationality, Todd’s discussion on the liminality of pedagogical relationships and recent theoretical contributions into embodied learning and body pedagogics, the purpose is to explore students’ embodied engagement as an important but often overlooked aspect of social studies in school. The focus is on pedagogical encounters in terms of how students’ actions acquire a certain function in the classroom. Three embodied engagements— (i) disengaged encounters, (ii) screened encounters, and (iii) educative encounters—are identified and discussed in terms of the liminality of pedagogical encounters.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 7 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.