Metaphor, materiality, and method

The central role of embodiment in the history of education

Datos Bibliográficos

ID10324065
AutoresMona Gleason (0000-0001-9276-8620, University of British Columbia, autor de correspondencia)
Año2017
Volumen54
Número1-2
Páginas4-19
Fecha de publicación2017-07-27
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaPaedagogica Historica (JOURNAL)
Identificadores de la revistaISSN: 0030-9230 • E-ISSN: 1477-674X
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00309230.2017.1355328
OpenAlexW2739611876
IdiomaEN
Citas recibidas14

Delivered as one of the keynote addresses at the International Standing Committee on the History of Education (ISCHE) Conference held in Chicago in August 2016, this paper offers a broad review of how the body and embodiment have been incorporated into histories of education. Based on this historiography, I extend three “inspiring provocations” intended to set the stage for new questions, new theorising, and new methods regarding the body in the field. By asking new questions of the past, drawing on innovative theoretical and methodological frameworks, I argue, historians can continue to give proper empirical standing to the body and embodiment in our histories of education. I conclude with a central question: What are the important questions in the history of education that the body might help us to answer

Aesthetics · Archaeology · Epistemology · Field (mathematics · Historiography · Materiality (auditing · Metaphor · Pedagogy · Set (abstract data type · Social science · Sociology · Educator Training and Historical Pedagogy · Historical Education and Society · Historical Education Studies Worldwide · History · Philosophy