Embodied social justice

목차 (Table of Contents)

• CONTENTS
• List of figures = viii
• Acknowledgements = ix
• 1 Introduction = 1
• A practical example = 2
• Framing the issues = 4
• Overview of the book = 6
• PART Ⅰ Body stories = 9
• 2 Embodied inquiry = 11
• 3 Crissy's body story = 16
• 4 Pat's body story = 22
• 5 Natalie's body story = 30
• 6 Zaylie's body story = 37
• 7 Rae's body story = 43
• 8 Learning from the body stories = 53
• Theme one Intersecting embodied identities = 53
• Theme two Embodied microaggressions and asymmetrical interactions = 55
• Navigating body boundaries = 55
• Gesture, posture, and expression = 57
• Eye contact = 58
• Touch = 58
• Nonverbal communication as a locus of social control and a site for resistance = 60
• Theme three trauma, oppression, and the body = 61
• Embodied traumatic memory = 61
• Somatic hypervigilance = 62
• Somatic withdrawal and alienation = 63
• Connecting the dots between trauma and oppression = 65
• Theme four Body Image and body shame = 66
• Body weight = 66
• Skin color = 67
• Appropriateness, competence, and attractiveness = 67
• Wearing our identities = 69
• Theme five Body Knowledge and power = 70
• Implications for embodied social justice = 71
• PART Ⅱ Oppression and embodiment = 75
• 9 (Un)learning oppression = 77
• Experience as education = 79
• Education as socially transformative = 80
• Critical pedagogy = 81
• Engaged pedagogy = 82
• Queer and postmodern perspectives = 82
• Implications for a model of embodied critical learning and transformation = 83
• 10 Learning through the body = 86
• The body across cultures and times = 87
• The phenomenological body = 88
• Somatic perspectives on embodiment = 89
• Somatic education = 91
• Components of a somatic approach = 93
• Interoception = 93
• Exteroception = 93
• Proprioception = 93
• Felt sense = 94
• Intercorporeality = 94
• The embodied knowledge of the somatic educator = 94
• Connecting somatic perspectives with critical praxis = 96
• PART Ⅲ Grasping and transforming the embodied experience of oppression = 99
• 11 The cycle of embodied critical learning and transformation = 101
• Introducing the cycle = 102
• Phase one Embodying the Experience = 105
• Phase two Reflecting Multiple Perspectives = 107
• Phase three Making Meaning through the body = 110
• Phase four Engaging and Experimenting = 112
• Embodied critical pedagogy and facilitator preparation = 114
• Session/lesson planning using the cycle of embodied critical transformation = 116
• Assessing the learning = 117
• Additional considerations for practitioners = 118
• 12 Implications and applications = 120
• Identifying and owning embodied privilege = 121
• Reclaiming body image = 123
• Somatic resourcing, resistance, and resilience = 126
• Resourcing = 126
• Resistance = 127
• Resilience = 128
• An integrative example : cultivating the intimate kinesphere = 130
• Gathering up and moving forward = 131
• 13 Community resources = 134
• Specialized training resources = 134
• Programs in embodiment and social justice = 134
• Embodied leadership and peacemaking = 135
• Somatic approaches to trauma = 135
• Professional organizations with approved somatic training programs = 136
• Academic programs = 136
• Academic and professional journals = 137
• Conferences = 137
• Recommended reading = 137
• Bibliography = 139
• Index = 147