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In this volume, contributors discuss both the theoretical and practical applications of an embodied knowledge perspective, using the field of education as an exemplar. It should be noted that while the theorists whose writings are discussed in these pages, have made seminal contributions to the sociology of the body literature, it is not possible nor is it our goal to comprehensively review the theoretical discourse of everyone who has written in the area. Our more modest aim is to give our audience a sampling of what some of the important theoretical positions entail. To that end, we turn to the writings of the three social and cultural theorists whose work is given the greatest degree of attention in the volume, Foucault, Bourdieu, and Butler, and will briefly summarize their views.
Chapter 1. Education, Comparison and the Challenges of an Embodied Perspective; Irving Epstein.
Chapter 2. InterpraNet: Foucault's Panopticon Versus the Codes of Cyberspace; Mark Winokur.
Chapter 3. Whiteness, Postcolonialism and Embodiment in Comparative Perspective; Irving Epstein.
Chapter 4. Feeling, Thinking, Doing: Emotional Capital, Empowerment and Women's Education; Carolyn Manion.
Chapter 5. Embodiment as a Conceptual Framework for Describing the Practice of Qur'anic Memorization; Helen Boyle.
Chapter 6. Disability as Educational Rhetoric or Performative Metaphor? Susan Peters.
Chapter 7. Reflections on Being-Disabled, Embodied Knowledge and the Nation: School Field Trips; Noah W. Sobe.
Chapter 8. (Re)Reading Cuban Educational Policy: Schooling and the Third Revolution; Sheryl Lutjens.
Chapter 9. Recapturing the Personal Through the Visual: Images of Children and Schooling in Chinese Film; Irving Epstein.
About the Authors.