Memory & Presence in Teaching
Chapter 3: Mothering, Embodying, Teaching
Mothering, Embodying, Teaching
The purpose of this chapter is to make sense of the complex relations that obtain among the three terms that make up its title—mothering and teaching as two practices central to society, and embodiment as a crucial feature of both. These three terms figure centrally in my own life story as they must in the stories of other women in education. Holding together the multiple concerns reflected by the three terms is a difficult task. As Pillay (2008, 1) reminds us, there is a clear distinction between “being mother, traditionally associated with nurturing, love and emotion, and being academic, traditionally associated with reason and logic.” There is a parallel disconnect between our everyday experience and understanding of our bodies and the ways that the academic world has at its disposal to take account of embodiment. And similarly, the theoretical understandings of teaching as a practice and a profession, and of pedagogy as a subject of inquiry, are not so commonly linked up to either mothering or embodiment. And yet understanding and telling forward my own story require an examination of these terms in concert.
Trusting that a story which demands to be told has shaped who I am and still has much to teach me about being an educator and scholar, I decided to begin the inquiry of this book with my mother’s story. Chapter 2 stands as a first effort to write about my mother, to quiet...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.