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In this volume, contributors discuss both the theoretical and practical applications
of an embodied knowledge perspective, using the field of education as
an exemplar. It should be noted that while the theorists whose writings are
discussed in these pages, have made seminal contributions to the sociology of
the body literature, it is not possible nor is it our goal to comprehensively
review the theoretical discourse of everyone who has written in the area. Our
more modest aim is to give our audience a sampling of what some of the
important theoretical positions entail. To that end, we turn to the writings of
the three social and cultural theorists whose work is given the greatest degree
of attention in the volume, Foucault, Bourdieu, and Butler, and will briefly
summarize their views.
Sommario
Education, Comparison, and the Challenges of an Embodied Perspective, Irving Epstein. InterpraNet: Foucault's Panopticon Versus the Codes of Cyberspace, Mark Winokur. Whiteness, Postcolonialism, and Embodiment in Women's Education, Irving Epstein. Feeling, Thinking, Doing: Emotional Capital, Empowerment, and Women's Education, Carolyn Manion. Embodiment as a Conceptual Framework for Describing the Practice of Qur'anic Memorization, Helen Boyle. Disability as Educational Rhetoric or Performative Metaphor? Reflections on Being-Disabled, Susan Peters. Embodied Knowledge and the Nation: School Field Trips, Noah W. Sobe. (Re)Reading Cuban Educational Policy: Schooling and the Third Revolution, Sheryl Lutjens. Recapturing the Personal Through the Visual: Images of Children and Schooling in Chinese Film, Irving Epstein. About the Authors.
