Mystery and the Body: Provoking a Deep Ecology through the Situated Bodies of Teacher Candidates

  • Jeanne Adele Kentel
  • Douglas Karrow

Abstract

This paper examines the complexities of being trapped in a space of technocratic approaches to teacher education. We begin to unfold possibilities of permeating the boundaries amassed by Technicity through the conjoinder of mystery and the body. The binaries of perceptual and conceptual knowing are problematized through our admission of the pervading dualisms in education despite monistic efforts. As an antidote to “technocratic” training, place-based experiences were provided in order to foreground the body as a conduit to knowing while maintaining mystery, create spaces for reflective practice, enliven the imagination, and more holistically assist teacher candidates in becoming teachers. Ways of engaging the bodymind in order to bring about a broader, critical educative focus in teacher education are discussed.

Author Biographies

Jeanne Adele Kentel
Jeanne Kentel is an assistant professor in the Faculty of Education at Brock University. Her work is informed through the careful mentoring of Dr. Daiyo Sawada, Professor Emeritus of the University of Alberta. She is currently engaged in projects, which examine the significance of deep learning, Deep Ecology, and bodily ways of knowing.
Douglas Karrow
Doug Karrow is assistant professor of science education at the Faculty of Education, Brock University. As a science educator, Doug is keenly aware of the epistemological privilege science is perceived as enjoying. His research focuses on ways to deconstruct modern binaries such as reason/imagination, mind/body, feminine/masculine, and chaos/order and create pedagogical spaces for each to flourish within science education.
Published
2007-07-01
Section
Research Articles