Abstract: The Embodiment of Learning: What the Sociology of Education Doesn't Say about 'Risk' in Going to School

Evans, John, Rich, Emma, Davies, Brian and Allwood, Rachel (2005). Abstract: The Embodiment of Learning: What the Sociology of Education Doesn't Say about 'Risk' in Going to School. In: , Proceedings International Sociology of Education Conference. International Sociology of Education Conference: Teaching and Learning in Changing Times, London University, London, (). January, 2005.


Author(s) Evans, John
Rich, Emma
Davies, Brian
Allwood, Rachel
Title of paper Abstract: The Embodiment of Learning: What the Sociology of Education Doesn't Say about 'Risk' in Going to School
Conference name International Sociology of Education Conference: Teaching and Learning in Changing Times
Conference location London University, London
Conference dates January, 2005
Proceedings title Proceedings International Sociology of Education Conference
Place published Philadelphia, PA
Publisher Routledge
Publication date 2005
ISSN 0962-0214
Language eng
Abstract/Summary Despite burgeoning interests in "the body" as a topic of sociological interest and analysis in recent decades, with few notable exceptions, the sociology of education has not taken as seriously as it might how "embodied subjectivities" both shape and are framed by contexts of teaching and learning. There are processes of formal education that may either damage, or richly reward and sustain individual identities, by culture and class. This article suggests that embracing issues of corporeality in analyses of schooling may help us to better understand not only the complexity and importance of "emotions" (or rather the affective dimensions of corporeality) in teaching and learning, but also the immense "risks" involved, for some children, in displaying them when cultures of "performativity" dominate and prevail in schools. Our analysis highlights ways in which powerful discursive tendencies around body perfection, health and performance permeate schools, and influence how and what teachers and pupils think and learn about their identity and self-worth. Informed by data drawn from an ongoing study of the relationships between education, eating disorders and "obesity discourse", our analyses illustrate the complexity of such processes, while also highlighting the merits of embracing "embodiment" in theories of learning, teaching, social reproduction and change.
Subjects 160809 Sociology of Education
 
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