The body and pedagogy: beyond absent, moving bodies in pedagogic practice

Gabrielle Ivinson

Research output: Contribution to journalArticlepeer-review

40 Citations (Scopus)


Following the corporeal turn in social theory, this paper explores how the body is implicated in pedagogic practice and leaning. Focusing on the body has usually been recognised as part of the regulative rather than instructional discourse in schools. Work has begun to redress the mind–body imbalance through the ‘corporeal device’ developed from Bernstein’s ‘pedagogic device’, the fundamental relay through which social inequalities are reproduced in schools. To properly recognise the way bodies act as pedagogic relays requires a robust understanding of persons as multi-sensorial acting beings. Examples for choreographic pedagogy are used to illuminate the complex and multimodal features of instructional discourse and to suggest how the moving body could be enlisted to enhance students’ access to formal academic discourses and better understand why some young people fail to achieve in schools.
Original languageEnglish
Pages (from-to)489-506
Number of pages18
JournalBritish Journal of Sociology of Education
Issue number4
Publication statusPublished - 5 Apr 2012


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