Learning, Difference, Embodiment: Personal and Collective Transformations.
Bibliographic record
Abstract
Background: This paper is based on a graduate course entitled, ‘Toward an integrative approach to equity in higher education’ offered at a Canadian university for the first time in 2002. The course attempted to integrate critical pedagogy theories with notions of embodied learning in order to develop an integrative praxis of educational equity. The paper discusses the unique learning processes undertaken by the authors, including the instructor. Focus of discussion and arguments: The paper documents four students’ learning journeys, which varied according to their racialized, class, and prior educational backgrounds, social positioning, and professions. It is organized around two major themes. The first theme that unites their learning experience, ironically, is their different perceptions and experiences of the course. Difference thus became a point of convergence and unification. Another major feature concerns their understanding, incorporation and resistance of the idea and practice of embodiment. The instructor argues that in spite of their apparent divergence, what unifies western liberal, progressive and radical education is their overriding focus on developing the learner’s intellectual skills. The privileging of the intellect, simplistically equated with the mind, over the body-spirit, has led to a bifurcation of theory and practice. An integrative approach attempts to hold the mind, body and spirit in balance in the learning process. She argues that social change is only possible when learners are able to confront their own beliefs and actions with compassion and without judgment. Conclusion: The authors conclude that learning is an open and indeterminate process that cannot be prescribed. Much of what they learned arose out of disagreement, discomfort and tension. Being attentive to the sense, both physical and emotional, of tension and discomfort constitutes the turning point of the authors’ collective
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".