Classrooms of the present and practices of the past : The importance of understanding physics teachers’ embodied practices as a possible locus for social change
Gedoz Tieppo, Maria LU
(2023)
Second International Gender for Excellence in Research Conference
2.
p.104-120
- Abstract
- Physics classrooms are still clearly marked by practices belonging to a certain
educational past, while teachers are increasingly being asked to teach in lignment with current equality, diversity and inclusion agendas. At the core of this temporal disconnect are teachers’ practices, which are strongly marked by normative regimes in terms of gender, race, ethnicity, class and other social factors. Moreover, certainpractices more than others are constantly being transmitted, validated and legitimized as the normative ways of teaching. Drawing upon post-structuralist and feminist perspectives on teaching, practices, knowledge and subjectivities, in this theoretical paper I discuss the implications of understanding teachers’ practices as... (More) - Physics classrooms are still clearly marked by practices belonging to a certain
educational past, while teachers are increasingly being asked to teach in lignment with current equality, diversity and inclusion agendas. At the core of this temporal disconnect are teachers’ practices, which are strongly marked by normative regimes in terms of gender, race, ethnicity, class and other social factors. Moreover, certainpractices more than others are constantly being transmitted, validated and legitimized as the normative ways of teaching. Drawing upon post-structuralist and feminist perspectives on teaching, practices, knowledge and subjectivities, in this theoretical paper I discuss the implications of understanding teachers’ practices as embodied practices. Doing so brings to the fore the normative dynamics of physics teachers’ taken-for-granted and invisible practices. Building on Vick and Martinez’s argument about the centrality of the body in teachers’ practices, I argue for the importance of understanding physics teachers’ embodied practices, because it bridges the gap between the equality that teachers strive to achieve in and through education, and what they end up doing in practice. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/96b274a2-13cd-45fc-8663-53752b6eaf39
- author
- Gedoz Tieppo, Maria
LU
- organization
- publishing date
- 2023-12
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- embodied practices, physics teachers, physics culture, inclusion
- host publication
- International Gender for Excellence in Research Conference Proceedings : Part 2: Selected Papers and Abstracts June 10-11, 2023 - Part 2: Selected Papers and Abstracts June 10-11, 2023
- editor
- Thompson, Lucia Amaranta ; Brage, Tomas ; Degirmenci, Selma ; Goodman, Sara and O'Neil, Mary Lou
- volume
- 2
- pages
- 104 - 120
- publisher
- Department of Physics and Department of Gender Studies
- conference name
- Second International Gender for Excellence in Research Conference
- conference location
- Istanbul, Turkey
- conference dates
- 2023-06-10 - 2023-06-11
- ISBN
- 978-91-8039-781-0
- 978-91-8039-782-7
- project
- Everyday Practices of the Physics Culture: Production and Negotiation of Student Teachers’ Subjectivities in Physics.
- language
- English
- LU publication?
- yes
- additional info
- This book is one of the outcomes of the Horizon 2020 EU project Gender for Excellence in Research (GenderEx). The present book consists of the proceedings from the Second International Gender for Excellence in Research Conference, in which research projects from a variety of disciplines were presented, including social sciences, humanities, engineering and physical sciences. The research demonstrates how gender theory can contribute to expanding scientific knowledge. This project also appeals to the turn in academia towards interdisciplinarity by challenging the ways in which academic knowledge is produced. All papers are peer-reviewed.
- id
- 96b274a2-13cd-45fc-8663-53752b6eaf39
- alternative location
- https://drive.google.com/file/d/1PcokPrXla3Q0USY1TFrAs3PJE8Diq4go/view
- date added to LUP
- 2024-01-15 16:20:41
- date last changed
- 2024-01-22 09:45:27
@inproceedings{96b274a2-13cd-45fc-8663-53752b6eaf39,
abstract = {{Physics classrooms are still clearly marked by practices belonging to a certain<br/>educational past, while teachers are increasingly being asked to teach in lignment with current equality, diversity and inclusion agendas. At the core of this temporal disconnect are teachers’ practices, which are strongly marked by normative regimes in terms of gender, race, ethnicity, class and other social factors. Moreover, certainpractices more than others are constantly being transmitted, validated and legitimized as the normative ways of teaching. Drawing upon post-structuralist and feminist perspectives on teaching, practices, knowledge and subjectivities, in this theoretical paper I discuss the implications of understanding teachers’ practices as embodied practices. Doing so brings to the fore the normative dynamics of physics teachers’ taken-for-granted and invisible practices. Building on Vick and Martinez’s argument about the centrality of the body in teachers’ practices, I argue for the importance of understanding physics teachers’ embodied practices, because it bridges the gap between the equality that teachers strive to achieve in and through education, and what they end up doing in practice.}},
author = {{Gedoz Tieppo, Maria}},
booktitle = {{International Gender for Excellence in Research Conference Proceedings : Part 2: Selected Papers and Abstracts June 10-11, 2023}},
editor = {{Thompson, Lucia Amaranta and Brage, Tomas and Degirmenci, Selma and Goodman, Sara and O'Neil, Mary Lou}},
isbn = {{978-91-8039-781-0}},
keywords = {{embodied practices; physics teachers; physics culture; inclusion}},
language = {{eng}},
pages = {{104--120}},
publisher = {{Department of Physics and Department of Gender Studies}},
title = {{Classrooms of the present and practices of the past : The importance of understanding physics teachers’ embodied practices as a possible locus for social change}},
url = {{https://drive.google.com/file/d/1PcokPrXla3Q0USY1TFrAs3PJE8Diq4go/view}},
volume = {{2}},
year = {{2023}},
}