Toward a Critical Pedagogy of Emotion in Teacher Preparation: A Review of Interdisciplinary Literature

• In Event: 77.058 - MTCC Roundtable Session 36
  In Roundtable Session: 77.058-3 - (De)Coding Discourses of Teacher Education

Abstract

Creating transformative experiences for teacher candidates around issues of critical social justice literacy begins at their threshold of resistance. Teacher educators are positioned to call attention to this resistance when new information, incongruent with students’ ways of knowing the world, is presented. Manifestations in students’ bodily responses will continue to inhibit their ability to process course content unless their embodied response is explored. This paper examines interdisciplinary literature on embodied knowledge and its role in teaching and learning. It also introduces pedagogy that considers students’ embodied knowledge, a core dimension of cultivating critical social justice literacy.

Authors

• Elizabeth Ruth Burt, University of Florida

• Elizabeth Bondy, University of Florida

• Priscilla Bell, University of Florida