Show Less
Restricted access

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.
Show Summary Details
Restricted access

11. Literacies of Touch: Massage Therapy and the Body Composed




Literacies of Touch

Massage Therapy and the Body Composed


This can happen only if my hand, which is felt from within, is also accessible from without, itself intangible, for my other hand, for example, if it takes place among the things it touches, is in a sense one of them, opens finally upon a tangible being of which it is also a part. Through this crisscrossing within it of the touching and the tangible, its own movements incorporate themselves into the universe they interrogate, are recorded on the same map as it; the two systems are applied one upon another, as the two halves of an orange.

—MERLEAU-PONTY (2004: 251)

We are such stuff as dreams are made of, but we are also just stuff.

—LEHRER (2007: XII)

It seems that we do not often notice our writing bodies until we must. The co-author of this piece, Hannah, for example, became acutely aware of her typing fingers and wrists eleven years ago, just after finishing college. A tightness, she recalls, that came with every mouse click and keystroke was quickly diagnosed as carpal tunnel syndrome. At first, the pain could be alleviated with simple treatment—Ibuprofen, mousing with her left hand. But in graduate school, the sensation ← 229 | 230 → became stronger and less easily managed. In order to continue to write, Hannah turned to physical therapy and...

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.