Disability, Embodiment, and Pedagogy
Today is the start of the series of blogs I am planning for the summer that speak to the sensory, embodiment, and pedagogy. I am going to start with a bit of an overview of conversations that I have encountered, or experienced, when it comes to having conversations about the sensory and embodiment to hopefully move away from a stereotypical understanding of learners we may share eduspace with. Often when wanting to engage with conversations about bodies, the senses, and learning, folk will assume that this is a conversation that will exclude disabled folk. Or assume that any conversation about embodiment in eduspace is only about mobility device users. Often these assumptions that a conversation about bodies will not include disabled learners, as though disabled folk are disembodied, comes from a normative understanding of learners' bodies in higher education. And so it is important to work through this a bit before we start focusing on specific sensory aspects as intend to do over...