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Transforming the way we think about our students, our classrooms, teaching and learning,
Biosocial Education draws on advances in genetics and metabolomics, epigenetics, biochemistry and neuroscience, to illustrate how new understandings of how bodies function can and must inform educational theory, policy and everyday pedagogical practices.
List of contents
Acknowledgements List of tables and figures Chapter 1: The social and biological entanglements of learning Chapter 2: When biology and the social meet Chapter 3: Optimizing humans Chapter 4: Being human: brain-body-environment entanglements Chapter 5: Feeling the classroom Chapter 6: Biosocial assemblage: the case of Attention Deficit-Hyperactivity Disorder Chapter 7: Biosocial learning References Index
About the author
Deborah Youdell is Professor of Sociology of Education at the University of Birmingham, UK.
Martin R. Lindley is Senior Lecturer in Human Biology at Loughborough University, UK.
Summary
Transforming the way we think about our students, our classrooms, teaching and learning, Biosocial Education draws on advances in genetics and metabolomics, epigenetics, biochemistry and neuroscience, to illustrate how new understandings of how bodies function can and must inform educational theory, policy and everyday pedagogical practices.
Additional text
"This book takes us into uncharted terrain – exploring embodiment, what it means to ‘optimise human potential’, ‘the body-brain-environment person’. It challenges readers to learn, in a cautious, reflexive way, about how a scholarly marriage of the social and biological sciences can reshape what we know about education. An impressive tour de force by Deborah Youdell and Martin Lindley that displays their extraordinary encyclopaedic knowledge and imaginative rendering of biosocial education as a new field of research. The book brings readers to the forefront of contemporary thinking about what it is to be human and to learn."
Professor Madeleine Arnot, University of Cambridge, UK.
"This book responds to the urgent need for a new vocabulary of the biosocial: emerging in the complex and manifold encounters between a historically situated, critical-affirmative sociology and the new biosciences. Without this new biosocial approach educators, policymakers, and interdisciplinary researchers will find themselves increasingly at loss in their decision-making for future educational policies, practices or research endeavors."
Hillevi Lenz Taguchi, Professor of Education and Child and Youth Studies in the Department of Child and Youth Studies at Stockholm University, Sweden.
