Cultivating Critical Social Justice Literacy: Surfacing and Examining Candidates' Embodied Knowledge

Autor/inn/en	Bondy, Elizabeth; Burt, Elizabeth; Bell, Priscilla V.
Titel	Cultivating Critical Social Justice Literacy: Surfacing and Examining Candidates' Embodied Knowledge
Quelle	In: New Educator, 18 (2022) 1-2, S.27-41 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2021.1982096
Schlagwörter	Social Justice; Critical Theory; Human Body; Knowledge Level; Psychological Patterns; Preservice Teachers; Teaching Methods; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Kritische Theorie; Menschlicher Körper; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung
Abstract	Creating transformative experiences for teacher candidates around issues of critical social justice literacy requires that teacher educators anticipate and prepare for obstacles to learning that arise when knowledge residing in students' bodies is challenged by course content. Scholars have argued that the imprint of students' emotions, experiences, and histories in their bodies--their embodied knowledge--may inhibit their ability to process course content without exploration and interrogation of their embodied response. This article draws from interdisciplinary literature on embodied knowledge and its role in teaching and learning when social justice is front and center. It also outlines examples of a critical pedagogy of emotion that addresses students' embodied knowledge, a core dimension of cultivating critical social justice literacy. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01