The United States is a society that is simultaneously consumed and repulsed by the body; a society where obsession over a constructed “obesity” epidemic runs alongside obsession over thinness; a society where advertisers manipulate digital images of bodies to present two-dimensional versions of ideal male and female physiques, and plastic surgeons cut, suck, tuck, and fill three-dimensional fleshed versions of those digital images. In this article, the authors articulate a theory of a critical body pedagogy that can contribute to a larger justice-oriented project. This project is one of shaping young women and men who are more comfortable in their bodies, who will engage in critical readings of body-related texts, and—perhaps—can one day help future early childhood and elementary students construct healthier relationships with their bodies and the larger world through a justice-oriented pedagogy.
AllenJ.Hermann-WilmarthJ. (2004). Cultural construction zones. Journal of Teacher Education, 55(3), 214-226.
2.
BettieJ. (2002). Women without class: Girls, race, and identity. Berkeley: University of California Press.
3.
BlackburnM. V. (2003). Exploring literacy performances and power dynamics at the Loft: Queer youth reading the world and word. Research in the Teaching of English, 37(4), 467-490.
4.
BlackburnM. V.BuckleyJ. F. (2005). Teaching queer-inclusive English language arts. Journal of Adolescent & Adult Literacy, 49(3), 202-212.
5.
BlackburnM. V.ClarkC. T.KenneyL. M.SmithJ. M. (2010). Acting out! Combating homophobia through teacher activism. New York, NY: Teachers College Press.
6.
BolerM. (1999). Feeling power: Emotions and education. New York, NY: Routledge.
7.
BordoS. (2003). Unbearable weight: Feminism, western culture, and the body (10th Ann. ed.). Berkeley: University of California Press.
8.
BrantlingerE. (2007). (Re)turning to Marx to understand the unexpected anger among “winners” in schooling: A critical social psychology perspective. In Van GalenJ.ANoblitG.W. (Eds.), Late to class: Social class and schooling in the new economy. Albany, NY: SUNY.
9.
ButlerJ. (1993). Bodies that matter: On the discursive limits of sex. New York, NY: Routledge.
10.
Cochran-SmithM. (2004a). Defining the outcomes of teacher education: What’s social justice got to do with it?Asia-Pacific Journal of Teacher Education, 32(3), 193-212.
11.
Cochran-SmithM. (2004b). Walking the road: Race, diversity, and social justice in teacher education. New York, NY: Teachers College Press.
12.
CoheeG. E.DaumerE.KempT. D.KrebsP. M.LafkyS. A.RunzoS. (1998). The feminist teacher anthology: Pedagogies and classroom strategies. New York, NY: Teachers College Press.
DiazJ. (2008). The brief wondrous life of Oscar Wao. New York, NY: Riverhead Trade.
15.
DutroE. (2008). “That’s why I was crying on this book”: Trauma as testimony in responses to literature. Changing English, 15(4), 423-434.
16.
EllsworthE. (1993). Claiming the tenured body. In WearD. (Ed.), Center of the web: Women and solitude (pp. 63-74). Albany: State University of New York Press.
17.
FelmanS.LaubD. (1992). Testimony: Crises of witnessing in literature, psychoanalysis, and history. New York, NY: Routledge.
18.
FineM. (1988). Sexuality, schooling, and adolescent females: The missing discourse of desire. Harvard Educational Review, 58(1), 29-51.
19.
FineM.McLellandS. (2006). Sexuality education and desire: Still missing after all these years. Harvard Educational Review, 76(3), 297-338.
20.
FoucaultM. (1977/1995). Discipline and punish: The birth of the prison. New York, NY: Vintage Books.
21.
FoucaultM. (1990). The history of sexuality (Vol. 1, HurleyR. Trans.). London, England: Penguin. (Original work published 1976)
22.
GrumetM. R. (1988). Bitter milk: Women and teaching. Amherst: University of Massachusetts Press.
23.
Hermann-WilmarthJ. (2007). Full inclusion: Understanding the role of gay and lesbian texts and films in teacher education. Language Arts, 84(4), 347-356.
24.
HicksD. (2002). Reading lives: Working-class children and literacy learning. New York, NY: Teachers College Press.
25.
HicksD. (2004). Growing up girl in working-poor America: Textures of language, poverty, and place. Ethos, 32(2), 214-232.
26.
HicksD. (2005). Class readings: Story and discourse among girls in working-poor America. Anthropology & Education Quarterly, 36(3), 212-230.
27.
hooksb. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge.
28.
hooksb. (2000). Feminist theory: From margin to center. Cambridge, MA: South End Press.
29.
hooksb. (2003). Teaching community: A pedagogy of hope. New York, NY: Routledge.
30.
HughesH. E. (2010a). Fourteen is the new thirty: Adolescent girls, their bodies, and sexuality. In LeeK.VagleM. D. (Eds.), Developmentalism in early childhood and middle grades education: Critical conversations on readiness and responsiveness (pp. 149-156). New York, NY: Palgrave McMillan.
31.
HughesH. E. (2010b). From anger to awareness: (Re)adjusting pedagogical possibilities in teacher education. In MaudlinJ. G.StodghillB.HeM. F. (Eds.), Engaging the possibilities and complexities of hope: Utterances of curriculum and pedagogy’s past, present, and future (pp. 51-65). Troy, NY: Educator’s International Press.
32.
HughesH. E. (2011). Phenomenal bodies, phenomenal girls: How young adolescent girls experience being enough in their bodies(Unpublished doctoral dissertation). University of Georgia, GA.
33.
JohnsonT. S. (2005). The “problem” of bodies and desires in teaching. Teaching Education, 16(2), 131-149.
34.
JonesS. (2003). Identities of race, class, and gender inside and outside the math classroom: A girls’ math club as a hybrid possibility. Feminist Teacher, 14(3), 220-233.
35.
JonesS. (2006a). Girls, social class, and literacy: What teachers can do to make a difference. Portsmouth, NH: Heinemann.
36.
JonesS. (2006b). Language with an attitude: White girls performing class. Language Arts, 84(2), 114-124.
37.
JonesS. (2006c). Lessons from Dorothy Allison: Social class, critical literacy, and teacher education. Changing English, 13, 293-305.
38.
JonesS. (2009). Against all odds: A case study of one White, middle-class, female teacher becoming an engaged intellectual. Changing English, 16(2), 231-246.
39.
JonesS. (2010). Bodies before me. In ScherffL.SpectorK. (Eds.), Culturally relevant pedagogy: Clashes and confrontations (pp. 165-179). Lanham, MD: Rowman & Littlefield.
40.
JonesS. (2011). Overcoming nomos. Manuscript submitted for publication.
41.
JonesS. (in press). Trauma narratives and nomos in teacher education. Teaching Education.
42.
KleinS. (2008). Moose: A memoir of fat camp. New York, NY: HarperCollins.
43.
KumashiroK. (2004). Uncertain beginnings: Learning to teach paradoxically. Theory Into Practice, 43(2), 111-115.
44.
KumashiroK. (2009). Teaching teachers to teach queerly. In AyersW.QuinnT.StovallD. (Eds.), Handbook of social justice in education (pp. 718-721). New York, NY: Routledge.
LensmireT.SnazaN. (2010). What teacher education can learn from blackface minstrelsy. Educational Researcher, 39(5), 413-422.
47.
LoveB. L. (2010). Bridging my own cultural mismatches: An epistemologically-driven research agenda. Presentation at The University of Georgia, Athens, GA.
48.
LowensteinK. (2009). The work of multicultural teacher education: Reconceptualizing White teacher candidates as learners. Review of Educational Research, 79(1), 163-196.
49.
MaherF. (1999). Progressive education and feminist pedagogies: Issues in gender, power, and authority. Teachers College Record, 101(1), 35-59.
50.
McDonaldM.ZeichnerK. (2008). Social justice teacher education. In AyersW.QuinnT.StovallD. (Eds.), Handbook of social justice in education (pp. 595-610). Mahwah, NJ: Lawrence Erlbaum.
51.
MillerS. J.KirklandD. (Eds.). (2010). Change matters: Critical essays on moving social justice research from theory to practice. New York, NY: Peter Lang.
52.
NesporJ. (1997). Tangled up in school: Politics, space, bodies, and signs in the educational process. Mahwah, NJ: Lawrence Erlbaum.
53.
NewmanJ. I.AlbrightC.King-WhiteR. (2011). Staying fat: Moving past the exercise-industrial-complex. In ScherffL.SpectorK. (Eds.), Culture, relevance, and schooling: Exploring uncommon ground (pp. 103-124). Lanham, MD: Rowman & Littlefield.
54.
OrbachS. (2009). Bodies. New York, NY: Picador.
55.
OrnerM. (2002). Working up our appetites: Pedagogical encounters and the relentless pursuit of thinness. In ShapiroS.ShapiroS. (Eds.), Body movements: Pedagogy, politics, and social change (pp. 264-281). Cresskill, NJ: Hampton Press.
56.
ReayD. (1998). Class work: Mothers’ involvement in their children’s primary schooling. London, England: UCL Press.
57.
ShapiroS. B. (1999). Pedagogy and the politics of the body: A critical praxis. New York, NY: Garland.
58.
SleeterC. (2008). Preparing White teachers for diverse students. In Cochran-SmithM.Feiman-NemserS.McIntyreJ. (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts (3rd ed., pp. 559-582). New York, NY: Routledge.
59.
SumaraD.DavisB.IftodyT. (2006). Normalizing literary responses in the teacher education classroom. Changing English, 13(1), 55-67.
60.
ThompsonB. (1994). Food, bodies, and growing up female: Childhood lessons about culture, race, and class. In FallonP.KatzmanM. A.WooleyS. C. (Eds.), Feminist perspectives on eating disorders (pp. 355-378). New York, NY: Guilford.
61.
VavrusM. (2009). Sexuality, schooling, and teacher identity formation: A critical pedagogy for teacher education. Teaching and Teacher Education, 25, 383-390.
62.
VillegasA. M.LucasT. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32.
63.
WalkerdineV. (1997). Daddy’s girl: Young girls and popular culture. Cambridge, MA: Harvard University Press.
64.
WalkerdineV.LuceyH.MelodyJ. (2001). Growing up girl: Psychosocial explorations of gender and class. New York: New York University Press.
65.
WeilerK. (1987). Women teaching for change: Gender, class, and power. Westport, CT: Bergin & Garvey.
66.
WeilerK. (1994). Freire and a feminist pedagogy of difference. In McLarenP.LankshearC. (Eds.), Politics of liberation (pp. 12-40). New York, NY: Routledge.
67.
YoudellD. (2006). Impossible bodies, impossible selves: Exclusions and student subjectivities. Dordrecht, the Netherlands: Springer.
68.
ZeichnerK.ConklinH. (2008). Teacher education programs as sites for teacher preparation. In Cochran-SmithM.Feiman-NemserS.McIntyreJ. (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts (3rd ed., pp. 269-289). New York, NY: Routledge.
