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The embodied academic: Body work in teacher education

Brown, N; (2018) The embodied academic: Body work in teacher education. In: Leigh, J, (ed.) Conversations on Embodiment Across Higher Education. Routledge: Abingdon, UK. Green open access

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Abstract

I am a lecturer in education, but entered academia because my experience in secondary school teaching was required for teacher education. As such I followed the traditional pathway of teacher educators transitioning from professional practice to become a lecturer in higher education (Boyd and Harris, 2010). Had I been asked two years ago if I considered myself an embodied academic, my answer would have been that I thought of myself as an embodied practitioner. This has more to do with my hesitation to identify as an academic than to describe myself as embodied. Even after several years in academia I would have considered myself a teacher and identified with that embodied teaching identity. Like the research participants in Boyd and Harris’s (2010) study, I clung on to my “identity and credibility as [a] school teacher” (p. 10). My motto at the time – “once a teacher, always a teacher” – is proof of that. I would not have called myself an academic, but I was definitely embodied.

Type: Book chapter
Title: The embodied academic: Body work in teacher education
ISBN-13: 9781138290044
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.taylorfrancis.com/books/9781315266664/...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > UCL SLASH
UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities
UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities > Arts and Sciences (BASc)
URI: https://discovery.ucl.ac.uk/id/eprint/10058419
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