Curriculum and the Cultural Body extends the discussion of body knowledge by attending to the unspoken questions and practices in education that silence, conceal, and limit bodies. The collection of essays exemplifies a new genre of interdisciplinary writing, drawing on such diverse discourses as curriculum studies; cultural studies; film studies; media and technology studies; feminist theory; queer theory; phenomenology; a/r/tography; and art education. The authors in this edited book explore the multiplicities and complexities of the body in learning and knowing. Each engages with questions that relate the practices of culture to a re-conceptualization of the body in and as curriculum.
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From the Back Cover
"Stephanie Springgay and Debra Freedman have created an engaging text that is both introspective and performative. The authors challenge our assumptions about embodiment by suggesting fresh ways to understand the location and (dis)location of the body in contemporary culture. This brilliant text moves the field beyond the pedagogical discussions and curriculum debates of recent decades. The diverse authors assembled in this collection provide a richly textured investigation of complex notions of the body that inspires aesthetic sensibilities and demands heartfelt responses." Patrick Slattery, Professor and Regents Scholar, Texas A&M University
"This bold and wonderfully diverse collection of essays challenges us to re-examine and re-conceptualize embodiment. This book points to the fluidity of boundaries in very concrete and often provocative ways. Embodied difference is given an especially noteworthy and original treatment in this collection, making this book a must-read for those who take curriculum and pedagogy seriously, or indeed for any body." Sandra Weber, Professor of Education, Concordia University, Montreal
About the Author
Stephanie Springgay is an Assistant Professor of Art Education and Women’s Studies at the Pennsylvania State University. She received her Ph.D. in curriculum studies and art education at the University of British Columbia, Canada. Her research and artistic explorations focus on issues of relationality and an ethics of embodiment. In addition, as a multidisciplinary artist working with installation and video-based art, she investigates the relationship between artistic practices and methodologies of educational research through a/r/tography.
Debra Freedman is an Associate Professor at the Pennsylvania State University in the department of Educational Policy Studies. She received her Ph.D. in curriculum studies from the University of Texas at Austin. Her research and teaching interests include curriculum theory, cultural studies, and teacher education.
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