Mothering a Bodied Curriculum

Mothering a Bodied Curriculum

Mothering a Bodied Curriculum: Emplacement, Desire, Affect

Edited by Stephanie Springgay and Debra Freedman

Approx. 336 pp / 6 x 9 / January 2012

This collection of essays considers how notions of embodiment and mothering are related to curriculum theory and practices in education. Advancing a new understanding of the maternal body, it argues for a ‘bodied curriculum’ that attends to the relational, social, and ethical implications of ‘being-with’ other bodies differently, and to the different knowledges such bodily encounters produce.

The contributors to this volume argue that the prevailing silence about the maternal body in educational scholarship reinforces the binary split between domestic and public spaces, family life and work, one’s own children and others’ children, and women’s roles as ‘mothers’ or ‘others.’ Providing an interdisciplinary perspective in which postmodern ideas about the body interact with those of learning and teaching, Mothering a Bodied Curriculum brings theory and practice together into an everevolving conversation.

Stephanie Springgay is an assistant professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education, University of Toronto.

Debra Freedman is an instructor in the Department of Family Relations and Applied Nutrition at the University of Guelph.

Professors requesting desk copies should write on departmental letterhead and indicate the course name and the approximate # of students. Please send to: Desk Copy Requests, University of Toronto Press, 10 St. Mary Street, Suite 700, Toronto ON M4Y 2W8, CANADA. Fax: 416-978-4738