Discipline and Learn Bodies, Pedagogy and Writing
Discipline and Learn: Bodies, Pedagogy and Writing explores how discipline is typically construed as a form of subjection in contemporary educational thought and in critical and cultural theory more broadly. It provides a critique of this emphasis on the
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Discipline and Learn Bodies, Pedagogy and Writing
Megan Watkins
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6091-697-7 (paperback) ISBN: 978-94-6091-698-4 (hardback) ISBN: 978-94-6091-699-1 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands www.sensepublishers.com
Printed on acid-free paper
All Rights Reserved © 2012 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
DEDICATION
To Gwen, who was the first to discipline me and from whom I first learned. To Greg, who would probably like to discipline me and from whom I’m always learning. And To Declan, who I hope I have disciplined well and who seems to love learning.
CONTENTS
Acknowledgements
ix
Introduction: Discipline and learn
1
Section 1: Bodies in theory 1. Conceiving the body
13
2. Pedagogy and the mindful body
39
Section 2: Bodies in text 3. Tracing the body
63
Section 3: Bodies in practice 4. Supple bodies: cultivating a desire to learn
95
5. Transitional bodies: the affects of education
139
6. Habituated bodies: established routines of practice
167
Conclusion: Disparate bodies
193
Appendix 1: Observation overview – KS
203
Appendix 2: Observation overview – KP
205
Appendix 3: Observation overview – 3R
207
Appendix 4: Observation overview – 3C
208
Appendix 5: Observation overview – 5D
210
Appendix 6: Observation overview – 5O
211
Notes
213
Bibliography
215
Index
225 vii
ACKNOWLEDGEMENTS
This book has had a long genesis. It started life as a doctoral thesis, the data from which I drew on to write a number of articles and a book chapter, and so I want to acknowledge each of the following and to thank the publishers for permission to reproduce sections from each of these within this publication: Watkins, M. (2009). Deleuze, habit and the literate body. In Masny, D. & Cole, D. (Eds). Multiple literacies theory: A Deleuzian perspective (pp. 31–49). Rotterdam: Sense Publishers; Watkins, M. (2008). Teaching bodies/learning desire: Rethinking the role of desire in the pedagogic process. Pedagogy, Culture and Society, 16(2), 113–124; Watkins, M. (2007). Disparate bodies: The role of the teacher in contemporary pedagogic practice. British Journal of the Sociology of Education, 28(6), 767–781; Watkins, M. (2006). Pedagogic affect/effect: Embodying the desire to learn. Pedagogies, 1(4), 269–282; Watkins, M. (2005). Discipline, consciousness and the formation of a scholarly habitus. Continuum: Journal of Media and Cultural Studies, 19(4), 545–557; and Watkins, M. (2005). The erasure of habit: Tracing the pedagogic body. Discourse: Studies in the Cultural Politics of Educa
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