Becoming carving-bodies in teacher education – affective student experiences

Datos Bibliográficos

ID12230516
AutoresEmilia Åkesson (0000-0002-1091-7678, Linköping University, autor de correspondencia)
Año2023
Volumen35
Número8
Páginas806-821
Fecha de publicación2023-09-08
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaGender and Education (JOURNAL)
Identificadores de la revistaISSN: 0954-0253 • E-ISSN: 1360-0516
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09540253.2023.2250833
OpenAlexW4386541280
IdiomaEN
Citas recibidas1
Referencias citadas36

In this paper I use a feminist corpomaterial lens to examine how students are shaped by and shape their education. The analysis, based on individual and group interviews with twelve student teachers, shows how intersectional somatic norms in teacher education produce situations where students feel forced to educate, inform and take responsibility for others' learning when it comes to knowledge concerning their own identities and/or social justice issues. The educational assemblages examined impact both the education and participants. I discuss how the created concept of 'becoming carving-bodies' might enhance the understanding of student experiences. Becoming carving-bodies entails, for example, acts of caring for oneself and for others. However, it can also drain students' energy and limit students' chances of developing and learning. Furthermore, students may need to avoid appearing too emotional in order to be taken seriously

Art · Carving · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Visual arts · Children's Rights and Participation · Gender Studies · Philosophy, Ethics, and Existentialism · Posthumanist Ethics and Activism · Psychology