Sharing breath : embodied learning and decolonization /
edited by Sheila Batacharya and Yuk-Lin Renita Wong.
- Edmonton, Alberta : AU Press, (c)2018.
- 1 online resource.
- Cultural dialectics .
Includes bibliographies and index.
Decolonizing teaching and learning through embodied learning : toward an integrated approach / Indigenous resurgence : embodying all our relations pedagogy / The journey to you, Baba / Being moved to action : micropolitics, affect, and embodied understanding / Volatile bodies and vulnerable researchers : ethical risks of embodiment research / Resistance and remedy through embodied learning : yoga cultural appropriation and culturally appropriate services / An indigenous embodied and decolonizing pedagogy : transformation through theatre and yoga / A yoruba approach to identity and embodiment : the concept of Ori / "Please call me by my true names" : a decolonizing pedagogy of mindfulness in critical social work education / Poetic inquiry : body seeking language / Renarrating illness : the pedagogy of the rejected body / Embodied writing and the social production of pain / Class and embodiment : making space for complex capacity / Fighting out : fractious bodies and rebel streets / Roxana Ng -- Alannah Young Leon and Denise Nadeau -- Devi Dee Mucina -- Randelle Nixon and Katie MacDonald -- Carla Rice -- Sheila Batacharya -- Candace Brunette-Debassige -- Temitope Adefarakan -- Yuk-Lin Renita Wong -- Sheila Stewart -- Wendy Peters -- Susan Ferguson -- Stephanie Moynagh -- 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."--