Metaphor, materiality, and method: the central role of embodiment in the history of education.
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 historiog...
| Publicado en: | Paedagogica Historica Vol. 54; no. 1/2; pp. 4 - 20 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Feb-Apr2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=128182647&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 128182647 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00309230 J54 jtl: Paedagogica Historica issn: 00309230 maglogo: N pubinfo: dt: Feb-Apr2018 vid: 54 iid: 1/2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 128182647 10.1080/00309230.2017.1355328 ppf: 4 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 2.7MB tig: atl: Metaphor, materiality, and method: the central role of embodiment in the history of education. aug: au: Gleason, Mona affil: Department of Educational Studies, University of British Columbia, Vancouver, Canada su: Human body & society History of education Education Off-reservation boarding schools Schools Education of Native Americans Children Basic education Native American history Historiography Canada sug: subj: Canada Human body & society History of education Education Off-reservation boarding schools Schools Education of Native Americans Children Basic education Native American history Historiography keyword: biometrics Body embodiment ISCHE (International Standing Committee on the History of Education) neuroscience pedagogy ab: 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? pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Paedagogica Historica holder: Taylor & Francis Ltd dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
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