The Embodied Nature of Narrative Knowledge: A Cross-Study Analysis of Teaching, Learning, and Living

• In Event: 29.069 - Curriculum Moments and Knowledge in Narrative Inquiry

Abstract

Whether termed somatic, corporeal or flesh-and-blood, the embodied nature of knowledge has surfaced in several recent studies. Narrative accounts from four investigations having to do with teaching, learning and living will be foregrounded. These narrative inquiries involve (1) physical education teachers (Korea Research Foundation), (2) undergraduate computer science students (National Science Foundation), (3) preservice secondary teachers (National Science Foundation), and (4) doctoral students involved in a China Study Abroad program (Asian-American Study Center). The exemplars will be individually presented, and then “talked across” in order to collectively interpret them. The work argues that coming to know is not just a cognitive process, but one involving emotion and sometimes movement, particularly if minded action is the anticipated result.

Authors

• Cheryl J. Craig, Texas A&M University

• JeongAe You, Chung-Ang University

• Yali Zou, University of Houston

• Paige K. Evans, University of Houston

• Gayle A Curtis, Texas A&M University - College Station