Sharing breath : embodied learning and decolonization / edited by Sheila Batacharya and Yuk-Lin Renita Wong.

Includes bibliographies and index.

Decolonizing teaching and learning through embodied learning : toward an integrated approach / Roxana Ng -- Indigenous resurgence : embodying all our relations pedagogy / Alannah Young Leon and Denise Nadeau -- The journey to you, Baba / Devi Dee Mucina -- Being moved to action : micropolitics, affect, and embodied understanding / Randelle Nixon and Katie MacDonald -- Volatile bodies and vulnerable researchers : ethical risks of embodiment research / Carla Rice -- Resistance and remedy through embodied learning : yoga cultural appropriation and culturally appropriate services / Sheila Batacharya -- An indigenous embodied and decolonizing pedagogy : transformation through theatre and yoga / Candace Brunette-Debassige -- A yoruba approach to identity and embodiment : the concept of Ori / Temitope Adefarakan -- "Please call me by my true names" : a decolonizing pedagogy of mindfulness in critical social work education / Yuk-Lin Renita Wong -- Poetic inquiry : body seeking language / Sheila Stewart -- Renarrating illness : the pedagogy of the rejected body / Wendy Peters -- Embodied writing and the social production of pain / Susan Ferguson -- Class and embodiment : making space for complex capacity / Stephanie Moynagh -- Fighting out : fractious bodies and rebel streets / Jamie Lynn Magnusson.

"Treating bodies as more than discursive in social research can feel out of place in academia. As a result, embodiment studies remain on the outside of academic knowledge construction and critical scholarship. However, embodiment scholars suggest that investigations into the profound division created by privileging the mind-intellect over the body-spirit are integral to the project of decolonization. The field of embodiment theorizes bodies as knowledgeable in ways that include but are not solely cognitive. The contributors to this collection suggest developing embodied ways of teaching, learning, and knowing through embodied experiences such as yoga, mindfulness, illness, and trauma. Although the contributors challenge Western educational frameworks from within and beyond academic settings, they also acknowledge and draw attention to the incommensurability between decolonization and aspects of social justice projects in education. By addressing this tension ethically and deliberately, the contributors engage thoughtfully with decolonization and make a substantial, and sometimes unsettling, contribution to critical studies in education."--

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