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About the Author
Sarah Travis is a PhD candidate in Art Education at the University of North Texas, USA.
Amelia M. Kraehe is Assistant Professor of Art Education at the University of North Texas, USA.
Emily J. Hood is a PhD student in Art Education at the University of North Texas, USA.
Tyson E. Lewis is Associate Professor of Art Education at the University of North Texas, USA.
Table of ContentsChapter 1. IntroductionChapter 2. When Bodies Require Trigger WarningsChapter 3.The Embodied Harm of Stereotype ThreatChapter 4. Grieving with RageChapter 5. Feeling Pedagogy: Parenting and Educating in the FleshChapter 6. Tears at the Eye DoctorChapter 7. The Color of Crayons: A Preschooler’s Exploration of Race and Difference Chapter 8. Which Way Did He Go, George?: A Phenomenology of Public Bathroom UseChapter 9. Feeling the Sting of Being a Tattooed Mother in the Public EyeChapter 10. Black Counter-Gazes in a White RoomChapter 11. But I Had WindowsChapter 12. Clutching the VacuumChapter 13. The HazeChapter 14. He’s Wearing a DressChapter 15. (Dis)orienting LaughterChapter 16. Getting Down, Feeling White? The Pedagogy of the Internet for Dancing RaceChapter 17. Unheimlichkeit: Recollections of the GazeChapter 18. Crossing the Chiasm; Sutured Care in Medical EducationChapter 19. Compulsory Heterosexuality and the Queering of Southern LinesChapter 20. Literature, The White Gaze, and the Possibility of ConversationChapter 21. Stumbling Chapter 22. “So, are you a feminist epistemologist?”: Holistic Pedagogy for Conversations on Indigeneity, Love, and Crossing BordersChapter 23. Learning to Use the SwitchChapter 24. Adjusting One’s Self: An Educator’s Experience in a Peruvian CommunityChapter 25. The Myth that BrandsChapter 26. Hairpulling in the Art Room: A Phenomenology of Un/marked BodiesChapter 27. They Put It in the Yearbook, but with a Smiling White Kid: Encoding the Weakness of Children and Native Americans, and the Whitewashing of the MessageChapter 28. The Ugly and Violent Removal of the Cecil Rhodes Statue at a South African University: A Critical Posthumanist ReadingChapter 29. Sirens of RemembranceChapter 30. Black Body Being-in-Weirdness in the AcademyChapter 31. Activism and Love: Loving White People through the StruggleChapter 32. Splash Violence and Other-than-human Bodies as Sites of Power, Resistance, and Pedagogical Possibility
What People are Saying About This
“Pedagogies in the Flesh functions as an invitation, a gift really, to become perplexed, unsettled, and undone. Because of this, the text is unsafe and dangerous in all the right ways. Through a multiplicity of differential and situational vignettes, and within the context of lived ambiguity, undaunting honesty, and courageous vulnerability, this text offers a rich and much needed rethinking of what it means to tarry, to linger, with embodied flashpoints or disruptive moments that un-suture fixed ways of being, feeling, and knowing. The text lays bare the taken-for-granted, rendering it uncanny, and thereby opens new embodied and critical phenomenological spaces for being otherwise. It is a must read!” (George Yancy, Professor of Philosophy, Emory University, USA)
“The first-person case studies included in this brilliant transdisciplinary collection provide the reader with flashpointsthose unnerving incidents or moments in which the flesh educates us. The reader will be touched, shocked, frustrated, and/or connected to the embodied narratives that leave us asking more questions than answers about what it means to be made different, visible, invisible, or “other". With discussion questions at the end of each narrative, the book is a wonderful tool for critical educators concerned with engaging questions of difference.” (Dolores Delgado Bernal, Professor of Education and Ethnic Studies, University of Utah, USA)
“The body teaches, the body misdirects; the body discloses, the body conceals; the body assures, the body betrays. In Pedagogies in the Flesh, a strikingly original collection, the editors have brought together a wide range of short but highly illuminating personal testimonials, micro-realizations and epiphanies, that in their painful physicality reveal in sharply ineluctable form the broader structures of domination and discrimination that constitute the (literal) intercorporeal body politic. It is an affective phenomenology of excluded flesh from which we all can learn, however positioned we are by our own.” (Charles W. Mills, Distinguished Professor of Philosophy, CUNY Graduate Center, USA)
"How we understand pedagogy, including anti-oppressive pedagogy, cannot help but to be already-framed by partial and normative narratives, which is why we must constantly look for resources to approach teaching and learning differently, including when flesh, body, and materiality come to bear on moments that we presumed made them irrelevant. Vivid and discomforting, Pedagogies of the Flesh insightfully dissect a range of experiences that should spark in each of us a remembrance of our own embodied experiences even as we pause to examine their implications for troubling pedagogies of our own." (Kevin Kumashiro, author of Against Common Sense: Teaching and Learning toward Social Justice, 3rd edition)
“What can our bodies teach us? How does the flesh speak? What do we learn when we listen closely to our embodied flashpoints? This thoughtful, provocative book offers innovative insights into new forms of embodied knowing–flashpoints that guide us into creating more equitable classrooms and compassionate educators.” (AnaLouise Keating, Professor, Department of Multicultural Women’s & Gender Studies, Texas Woman's University, USA)
“Pedagogies in the Flesh is powerfully engaging, and ideal for stimulating classroom discussions on difference, diversity and othering.” (Carl Grant, Professor of Education, University of Wisconsin at Madison, USA)“Drawing from scholars across disciplinary fields, this is a powerful book that centers essential moments"flashpoints"that shape our knowledge and knowing through lived experience. Scholars and practitioners interested in more deeply interrogating how social and cultural differences influence our ways of seeing, learning, teaching, being, experiencing, hearing, and ‘doing’ in the world will find this book one that they cannot stop reading and re-reading.” (H. Richard Milner IV, author of Rac(e)ing to Class, Helen Faison Professor of Urban Education, University of Pittsburgh, USA)
“The chapters of Pedagogies in the Flesh pulsate radical energy. There are no surface stories here: just immersions into the authors’ embodied experiences, raw and intricate. These stories touched my spirit and my educator-activist sensibility. More importantly, they disturbed me into re-visioning my pedagogical commitmentsa most critical and appreciated disturbance.” (Paul C. Gorski, Associate Professor, School of Integrative Studies, George Mason University, USA)
“This anthology is a highly readable, creatively presented, and thought-provoking collection of stories about everyday events, issues, and interactions among racism, sexism, classism, heterosexism, ableism, and more through the lens of our bodiessingular and collectivelythe impact. At the end of each chapter, there are questions that are valuable for classroom discussions or for further explorations. While reading, I found myself holding my breath, in disbelief that those narratives or events still occur. I reminded myself to breathe, knowing what I was reading empowered me to ask questions and listen to the answers. This is invaluable and compelling.” (Christine Ballengee Morris, Professor of Arts Administration, Education, and Policy Department and Director of American Indian Studies, The Ohio State University, USA)
“Writing at the Chiasm! The flashpoints in this volume of essays stir a crisis in the flesh, a short circuiting of reductive and normalizing manifestations in the body that inspires an ethics of thinking and learning otherwise.” (Charles R. Garoian, Professor of Art Education, Pennsylvania State University, USA)
“An innovative examination of the role of embodiment in flashpoints. Flashpoints challenge phenomenological sedimentations making possible the space for different ways of seeing and understanding oneself and the world. That the editors attend to the role of such embodied flashpoints for education is indeed laudable.” (Emily S. Lee, Associate Professor, Department of Philosophy, California State University, Fullerton, USA)
“Pedagogies in the Flesh is important not only in its discussion of the interdependency of body and world, but in its exemplification of an embodied form of writing that raises important questions about sociocultural difference. Readers will be encouraged to consider moments from their own lives, their own flashpoints, that inform their understanding of the social landscape.” (Jennifer Richardson, Associate Professor, Department of Arts Administration, Education, and Policy, The Ohio State University, USA)
“The subject of this anthology is the flesh at moments of rupture, at moments when the familiar becomes uncannyand fear, anger, anxiety, tension, hurt arise. It is during these flashes that we can start learning about ourselves with others in the midst of our differences. These writings, then, constitute pedagogically rich fleshy flashpoints prompting us to be attuned to our bodies as we try to engage difference so as to avoid and lessen the racism, heterosexism, ableism, classism that is ingrained in everydayness.” (Mariana Ortega, Professor, Department of Philosophy, John Carroll University, USA)