Our Stories, Ourselves
The Embodyment of Women’s Learning in Literacy
A volume in the series: Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning. Editor(s): Kathleen P. King, University of Central Florida.
Women’s lives are often written on our bodies. Yet very little is made of the impacts of embodiment for women in literacy education, both learners and professionals. This volume presents the writings of 26 contributors—teachers, students, and administrators—who examine the rich terrain of personal and professional experiences related to whole person engagement in learning and teaching. These writings provide a compass to guide readers through the bodily landscapes, mindful flights, willful spirits, and emotional embraces.
Written with the same desire to open minds, hearts and practices to new understanding, this book builds on the successful style of Empowering Women through Literacy (2009). This new volume appeals to all readers, as the essays, poems, and investigations woven through its pages challenge us to consider the embodyment of women’s learning. Join us on the journey as we travel across many arenas and discover significant ways to comprehend and support best practices in teaching and learning, especially for women.
Dedication and Acknowledgments. Introduction, Mev Miller and Kathleen P. King. SECTION 1: NORTH—EARTH AND BODY. Four Directions to the Center of Embodiment: Vignette 1—North: Earth and Body—Building a Labyrinth, Mev Miller. Pedagogy of the Body, Dianne Ramdeholl. Literacy as a Journey to Wholeness, Leslie Shelton. Better Self-Esteem Can Create Better Health, Donna Jones. Looking at You, Geraldine Cannon Becker. Body as Gateway to Learning: Connecting, Being, and Wholeness, Judy Murphy. SECTION 2: EAST—AIR AND MIND. Four Directions to the Center of Embodiment: Vignette 2—East: Air and Mind—Talking Heads? Mev Miller. My Body Politic: Paying Attention to the Woman Behind the Curtain, Stacie Evans. Reading the Body’s Anthology, Lenore Balliro. What Makes the “Good Girl” Good May Not Be Good: Uncovering Hypoactivity in the Classroom, Gail Wood Miller. Loud, Clear, and Visible: Immigrant Women in New York City Make Altered Books, Caryn T. Davis. “We Design Our Hair!” Patsy Medina and Valerie Akauola. Call and Response: A Peruvian Student and Her American Teacher in Conversation About Literacy and Life, Tamara Kirson and Sonia Portugal. SECTION 3: SOUTH—FIRE AND SPIRIT. Four Directions to the Center of Embodiment: Vignette 3—South: Fire and Spirit—Engaging Spiritual Dimensions in WE LEARN, Mev Miller. Shame’s Shadow: Shhh! Sheila Stewart. Finding Voice: From Relationship to Literacy, the Potential of Women’s Literature Study Groups, Rosi Andrade and Sally J. Stevens. 12 (Corner) Stones: A Model for Literacy, Empowerment, and Development, Carrie Boden McGill. EmBODYments of Adult Learning: Reflections on Research and Practice, Julia Zoino-Jeannetti. Beauty Shop Literacies: Nikky Finney and the Sacred Beauty Hour, Alexis Pauline Gumbs. Virtuous Woman, Shemeka Peters. SECTION 4: WEST—WATER AND EMOTION. Four Directions to the Center of Embodiment: Vignette 4—West: Water and Emotion — Making Sexuality and Gender Relevant, Mev Miller. Time in a Body, Lynn M. Trudeau. Women’s Problems: Hysterectomy, Marie Doerner. Homophobia in the Classroom: One Teacher’s Response, Cynthia Peters. Coming Out to Students, Deborah Schwartz. Different, But Not Less: Disability in Women’s Learning, Kathleen P. King. Shelley’s Story, Amy R. Trawick. About the Contributors.
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