Book contents
- Teaching to Transform Learning
- Acknowledgement of Country
- Teaching to Transform Learning
- Copyright page
- Contents
- Contributors
- Acknowledgements
- Introduction Understanding the learner to inform educators’ implementation of pedagogical approaches to transform learning
- Part 1 Pedagogies for all
- Part 2 Engaging pedagogies: making the curriculum come alive for all learners
- 8 Redesigning pedagogy for transformation: creative body-based learning
- 9 Building transformative classrooms through visual and creative body-based learning design
- 10 Co-constructed early childhood pedagogies
- 11 Strengths-based, learner-centred pedagogies: the voice of learners in co-creation and co-design
- 12 Pedagogy informed by community expertise
- 13 Nature-based approaches enhancing experiential learning
- 14 Beyond the four walls
- Part 3 Empowering pedagogies: 21st-century skill development and 22nd-century futures thinking
- Index
- References
8 - Redesigning pedagogy for transformation: creative body-based learning
from Part 2 - Engaging pedagogies: making the curriculum come alive for all learners
Published online by Cambridge University Press: 25 October 2024
Book contents
- Teaching to Transform Learning
- Acknowledgement of Country
- Teaching to Transform Learning
- Copyright page
- Contents
- Contributors
- Acknowledgements
- Introduction Understanding the learner to inform educators’ implementation of pedagogical approaches to transform learning
- Part 1 Pedagogies for all
- Part 2 Engaging pedagogies: making the curriculum come alive for all learners
- 8 Redesigning pedagogy for transformation: creative body-based learning
- 9 Building transformative classrooms through visual and creative body-based learning design
- 10 Co-constructed early childhood pedagogies
- 11 Strengths-based, learner-centred pedagogies: the voice of learners in co-creation and co-design
- 12 Pedagogy informed by community expertise
- 13 Nature-based approaches enhancing experiential learning
- 14 Beyond the four walls
- Part 3 Empowering pedagogies: 21st-century skill development and 22nd-century futures thinking
- Index
- References
Summary
This chapter outlines creative and body-based learning (CBL) as a pedagogical approach that puts principles of transformative pedagogy into action. CBL provides a provocation to engage with the body and creativity as instruments for learning and modes of representation. In highlighting the liberatory impact for both learners and educators, we explore how such approaches disrupt power imbalances and allow young people agency, higher-order thinking and a sense of belonging to a community of learners. In developing a theoretical base for our work, we are drawn to theories of embodiment, arts and affect.
Keywords
- Type
- Chapter
- Information
- Teaching to Transform LearningPedagogies for Inclusive, Responsive and Socially Just Education, pp. 122 - 136Publisher: Cambridge University PressPrint publication year: 2024
References
Recommended further reading
Dawson, K. (2021). “Telling our own story”: Using digital storytelling to transform education with Texan and Alaskan youth. In Brenner, L.S., Ceraso, C. & Cruz, E. Diaz, Applied Theatre: Working with Youth: Education, Engagement, Activism (pp. 49–53). Routledge.Google Scholar
Dawson, K. & Kiger Lee, B. (2018). Drama-Based Pedagogy: Activating Learning Across the Curriculum. Intellect Ltd.CrossRefGoogle Scholar
Meiners, J., Dawson, K., Garrett, R. & Wrench, A. (2019). Creative body-based learning: Not just another story about the arts and young people. Childhood Education, 95(6), 66–75.CrossRefGoogle Scholar
References
Alexander, R. (2017). The arts in schools: Making the case, heeding the evidence. Paper presented at the Curious Minds in Conjunction with RECAP Conference on Intercultural Dimensions of Cultural Education. University of Chester.Google Scholar
Anderson, A. (2012). The influence of process drama on elementary students’ written language. Urban Education, 47(5), 959–82.CrossRefGoogle Scholar
Australian Institute for Teaching and School Leadership (AITSL). (2022). Australian Professional Standards for Teachers. AITSL. https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdfGoogle Scholar
Berdayes, V., Esposito, L. & Murphy, W. (2004). The Body in Human Inquiry: Interdisciplinary Explorations of Embodiment. Hampton Press.Google Scholar
Bishop, R., Berryman, M., Cavanagh, T. & Teddy, L. (2007). Te Kotahitanga phase III whanaungatanga: Establishing a culturally responsive pedagogy of relations in mainstream secondary school classrooms. New Zealand Ministry of Education.Google Scholar
Comber, B. (2014). Literacy, poverty and schooling: What matters in young people’s education? Literacy, 48(3), 115–23.CrossRefGoogle Scholar
Dawson, K. & Kiger Lee, B. (2018). Drama-Based Pedagogy: Activating Learning Across the Curriculum. Intellect Ltd.CrossRefGoogle Scholar
Delpit, L. (1995). Other People’s Children: Cultural Conflict in the Classroom. Norton & Co.Google Scholar
Edmiston, B. (2014). Transforming Teaching and Learning with Active and Dramatic Approaches: Engaging Students Across the Curriculum. Routledge.Google Scholar
Eisner, E.W. (2004). What can education learn from the arts about the practice of education? International Journal of Education & the Arts, 5(4), 1–13.Google Scholar
Ewing, R. (2019). Embedding arts-rich English and literacy pedagogies in the classroom. Literacy Learning: The Middle Years, 27(1), 7.Google Scholar
Franks, A., Thomson, P., Hall, C. & Jones, K. (2014). Teachers, arts practice and pedagogy. Changing English, 21(2), 171–81.CrossRefGoogle Scholar
Garrett, R., Dawson, K., Meiners, J. & Wrench, A. (2018). Creative and Body-Based Learning: Redesigning pedagogies in mathematics. Journal for Learning through the Arts, 14(1).Google Scholar
Garrett, R. & MacGill, B. (2019). Fostering inclusion in school through creative and body-based learning. International Journal of Inclusive Education, 25(3), 1–15.Google Scholar
Giroux, H. (2005). Border Crossings, Cultural Workers and the Politics of Education. Routledge.Google Scholar
González, N. & Moll, L.C. (2002). Cruzando El Puente: Building bridges to funds of knowledge. Educational Policy, 16(4), 623–41.CrossRefGoogle Scholar
Greene, M. (1995). Releasing the Imagination: Essays on Education, the Arts, and Social Change. Jossey-Bass.Google Scholar
Ivinson, G. (2012). The body and pedagogy: Beyond absent, moving bodies in pedagogic practice. British Journal of Sociology of Education, 33(4), 489–506.CrossRefGoogle Scholar
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–91.CrossRefGoogle Scholar
Lowe, K. & Yunkaporta, T. (2018). The inclusion of Aboriginal and Torres Strait Islander content in the Australian national curriculum: A cultural, cognitive and sociopolitical evaluation. Redress (Brisbane), 27(2), 18–30.Google Scholar
Maiese, M. (2017). Transformative learning, enactivism, and affectivity. Studies in Philosophy and Education, 36(2), 197–216.CrossRefGoogle Scholar
Mezirow, J. (1978). Education for Perspective Transformation: Women’s Re-Entry Programs in Community Colleges. New York Center for Adult Education, Teacher’s College, Columbia University.Google Scholar
Mezirow, J. (2009). Transformative learning theory. In Mezirow, J., Taylor, E.W. & Associates, (eds), Transformative Learning in Practice: Insights from Community, Workplace, and Higher Education (pp. 18–33). Jossey-Bass.Google Scholar
Nguyen, D. & Larson, J. (2015). Don’t forget about the body: Exploring the curricular possibilities of embodied pedagogy. Innovative Higher Education, 40(4), 331–44.CrossRefGoogle Scholar
Osei-Kofi, N. (2013). The emancipatory potential of arts-based research for social justice. Equity & Excellence in Education, 46(1), 135–49.CrossRefGoogle Scholar
O’Sullivan, E. (2002). The project and vision of transformative education. In O’Sullivan, E., Morrell, A. & O’Connor, M.A. (eds), Expanding the Boundaries of Transformative Learning: Essays on Theory and Praxis (pp. 1–12). Palgrave Macmillan.CrossRefGoogle Scholar
Rigney, L., Garrett, R., Curry, M. & MacGill, B. (2020). Culturally responsive pedagogy and mathematics through creative and body-based learning: Urban Aboriginal schooling. Education and Urban Society, 52(8), 1159–80. https://doi.org/10.1177/0013124519896861CrossRefGoogle Scholar
Romano, A. (2018). Transformative learning: A review of the assessment tools. Journal of Transformative Learning, 5(1).Google Scholar
Savage, G. (2017). Neoliberalism, education and curriculum. In Gobby, B. & Walker, R. (eds), Powers of Curriculum: Sociological Perspectives on Education (pp. 143–65). Oxford University Press.Google Scholar
Taylor, E.W. (2009). Fostering transformative learning. In Mezirow, J., Taylor, E.W. & Associates (eds), Transformative Learning in Practice: Insights from Community, Workplace, and Higher Education (pp. 3–17). Jossey-Bass.Google Scholar
Thomson, P., Hall, C., Earl, L. & Geppert, C. (2019). Towards an arts education for cultural leadership. In Riddle, S. & Apple, M.W. (eds.), Re-Imagining Education for Democracy. Routledge.Google Scholar
Valde, G. & Kornetsky, L. 2002. ‘Transforming learning’. NEA Higher Education Advocate, (19)3, 5–7.Google Scholar
Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1), 69–91.CrossRefGoogle Scholar
Zembylas, M. (2007). A politics of passion in education: The Foucauldian legacy. Educational Philosophy and Theory, 39(2), 135–49.CrossRefGoogle Scholar