Teaching as bodily enactment

Relational Formations of Touch and Movement

Bibliographic Data

ID2924554
AuthorsSarah Todd (0000-0001-8134-9260, National University of Ireland, Maynooth, corresponding author), Sharon Todd
Year2022
Volume43
Issue5
Pages737-748
Publication date2022-09-03
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2021.1978698
OpenAlexW3199660394
LanguageEN
Citations received5
References cited12

This paper explores a common representational form of teaching that has reappeared in current educational theory: the figure of the teacher as one who points. Informed by Nicolas Bourriaud’s notion of relational aesthetics I outline how the form of pointing is actually a relational formation that invites students into certain relationships with objects of study as well as with teachers themselves. Focusing on relational encounters as central to teaching, I argue in the second part of the paper that movement and the dynamics of touch are key to reframing teaching as bodily enactment. Drawing on the work of Erin Manning, I explore how movement and touch are generative of educational relations and how they enable students and teacher to co-create educational spaces together. Teaching as bodily enactment enables us to understand how physical bodies matter in and to our educational practices as well as our representations of them

Aesthetics · Art · Cognitive reframing · Epistemology · Generative grammar · Pedagogy · Relational theory · Sociology · Computer Science · Literacy, Media, and Education · Philosophy · Philosophy, Ethics, and Existentialism · Posthumanist Ethics and Activism · Psychology · Social Psychology · Artificial Intelligence

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