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Moving Ideas

Multimodality and Embodied Learning in Communities and Schools


Edited By Mira-Lisa Katz

What does it look and feel like to communicate, create, compose, comprehend, teach, and learn with our bodies? Reaching beyond existing scholarship on multimodality and literacies, Moving Ideas expands our capacity to understand the embodied dimensions of learning and stretches our repertoires for more artfully describing them. Wresting language away from its historically privileged place at the center of social science research and practice, this collection examines the strategic layering across semiotic modes, challenging educators and researchers to revisit many of our most elemental assumptions about communication, learning, and development. The corporeal pedagogies these authors describe illuminate a powerful kind of learning that we know far too little about; in this age of accountability and high-stakes testing, failing to pay adequate attention to the promise of multimodality means forfeiting significant resources that could be used to innovatively engage people of all ages in education broadly conceived.
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5. Pasture Pedagogy: Field and Classroom Reflections on Embodied Teaching




Pasture Pedagogy

Field and Classroom Reflections on Embodied Teaching


Sometimes I find myself clucking. When people texting madly veer across the walkways on campus. When a driver, irritatingly cautious, takes too long changing lanes, blinker flashing. When my students, slow as molasses, move their desks after I have asked them to get into groups: chk, chk, chk, chk! It’s a bad habit. And a hard one to break when more often than not, people respond, quickening their pace (though not without some quizzical facial expressions) to an encouraging cluck.

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