Teaching With/In Unruly Bodies

This roundtable begins with the feminist and decolonial idea that embodied knowing is authoritative as a ground to explore the ways textuality can be expanded and exploded through our respective pedagogies. Building on these important feminist and decolonial frameworks that see embodiment as crucial to authority and that imagine a possible future without coloniality, this discussion addresses how our classrooms can be sites fostering rigorous learning and self-reflection in ways that embrace each person’s embodied experience and challenge them to ‘read’ the texts all around, even those without words. Framing the teacher's task as the work of creating desire for comprehension in the student, this panel will compare concrete activities deployed in their humanities classes that reflect a pedagogical reorientation around embodiment and an expansion of the category 'textuality' and will discuss strategies for empowering students and ourselves to imagine different future possibilities.