ERG SES G 04, Arts and Education
This work (in progress) is part of my doctoral research, which is based on studying how a group of pedagogy students in visual arts build their corporealities and performance actions, through different educational practices and speeches used in their formative process.
My interest is toward the university context where still now, we can find patriarchal and academician features that could be offering privileged conceptions of the body and/or predetermined prototypes. Revealing that even now in the 21st century, the presence of the body appears very relegated within discourses and educational curriculums “structuring the learning and analysis processes in abstract, as if entering of the world of knowledge had as a condition to deny the body” (Pérez, 1993: 205).
The body could play a key role in education and in the knowledge construction if the pedagogical practices were understood as corporal experiences and as a performative acts that are never the same, which are constantly moving, are dynamic, and not predetermined (Ellsworth, 2011). The feminists methodological frameworks reveals others ways of understanding the formal pedagogy and conceptions of the body away the traditional ideas. Such as, ideas concerning to understand the construction of knowledge and learning as a process that is set in relation and where the pedagogical relationships are built as unsubordinated acts (Acaso, 2011; Ellsworth, 2005, 2011; Gore, 1996; Luke, 1999).
Some of the pedagogical practices that are taking place within formal education and that are often kept invisible acting from their concealment and the naturalization, could be bringing the student’ bodies under different techniques of vigilance, normalization, classification, and/or totalisation (Gore, 2000), to thereby keep control and dominance over the subjects. At the same time, many of these pedagogical practices may be causing -consciously or unconsciously-, the muting of the body by leaving out the incorporation of movement, touch, experiences and emotions, furthermore, the study, reflective analysis and the consciousness of our body, and the many possibilities it can give to education and pedagogical practices.
This is why one of the multiple challenges posed by current education, both for teachers and researchers, is the fact that it is necessary to evidence the multiple implications that may be generating an endless number of practices and naturalised discourses within traditional educational institutions. For this, the act of opening spaces for voice to the students (Fielding and Rudduck, 2002) and work from a shared experience and research with students, can not only open spaces to learn together, construct new meanings, know and recognize us in the other, but it can also highlight the practices that may be acting from the concealment through micro stories. Increasing the role of students in their educational process and the management of their corporal projects.
This study seeks to open spaces to think and (re)build learning territories, where I am proposing others ways of understanding pedagogical practices and knowledge construction. Based on the importance of accepting and respecting our subjectivities in the educational process and establishing descolonizing relationships (that adapt to the new requirements of both students and teachers) I restore the position of the body in a protagonist role within formal education and pedagogical practices.
Acaso, M., Ellsworth, E. (2011). El aprendizaje de lo inesperado. Madrid: Ediciones Catarata. Ellsworth, E. (2005). Posiciones de la enseñanza. Diferencia, pedagogía y el poder de la direccionalidad. Madrid: Ediciones Akal. Fielding, M. & Rudduck, J. (2002, septiembre). The transformative potential of student voice: confronting the power issues. Work presented at the annual conference BERA, Inglaterra, UK. Recovered from http://www.learningtolearn.sa.edu.au/tfel/pages/library. Gore, J. (1996). Controversias entre las pedagogías. Discursos críticos y feministas como regímenes de verdad. Madrid: Ediciones Morata. Gore, J. (2000). “Disciplinar los cuerpos: sobre la continuidad de las relaciones de poder en pedagogía”, In Popkewitz, T. & Brennan, M. (Comp.): El desafío de Foucault. Discurso, conocimiento y poder en la educación. Barcelona: Pomares- Corredor, pp. 228-249. Luke, C. (Comp.). (1999). Feminismos y pedagogías en la vida cotidiana. (P. Manzano, Trad.). Madrid: Ediciones Morata. (Trabajo original publicado 1993). Pérez, F. (2003). Habitar el cuerpo. Educación y Género: Una propuesta pedagógica. (pp.203-209). Chile: Ediciones Morada/Ministerio de Educación. Stake, R. (1995) The Art of Case Study. London: Sage.
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