Writing Bodies: Somatic Mind in Composition Studies

Fleckenstein, Kristie S.

doi:10.2307/379070

Cited by 46 publications

(14 citation statements)

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“…Scholars like Fleckenstein (1999) postulate that pedagogic practice is situated not only in space but also in the body. The formalisation of knowledge has over time ruptured the ties between the self and the objects of scrutiny.…”

Section: Performative Spacesmentioning

confidence: 99%

â€œStudents Make History Every Day Just by Sitting on These Stepsâ€: Performative Spaces and Re-Genring in the South

Hunma

2018

EaC

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Students’ call for decolonising the curriculum has triggered deep reflection about what we teach and how we teach it, but equally, about the role of pedagogic spaces in recognising students as agents in their learning. This paper is situated within the field of academic literacies, where students’ engagement with texts is seen as being context-specific, and involving assertions of agency to various degrees. The added dimension here is the embedding of digital literacies, defined as a set of customised online practices, into a writing-intensive, first year, foundational course at a South African university, to favour the acquisition of academic literacies. The analysis of different spaces becomes crucial in grasping how innovative forms teaching and learning may take place. In his trialectics of space, Lefebvre distinguishes between perceived, conceived and lived spaces. Butler would refer to lived spaces as “performative” ones, “congealing” into form through iterative use. Online learning spaces may well turn into performative spaces as students inhabit them, interact with online resources and explore their spatial boundaries. I perform a discourse analysis of students’ textual practices on the online and physical spaces, to explore how students reproduce or subvert genre categories through processes of “re-genring.” Furthermore, I share the extent to which such pedagogic spaces become performative, the power dynamics that emerge, and their effects on our traditional conception of teaching and learning in higher education.

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Section: Performative Spacesmentioning

confidence: 99%

â€œStudents Make History Every Day Just by Sitting on These Stepsâ€: Performative Spaces and Re-Genring in the South

Hunma

2018

EaC

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“…First, both choreographers integrated poetry, orality, history, and narrative into the foundations of their respective choreographic designs. Second, each work placed performers and audiences, in what Fleckenstein (1999) refers to as "being-in-the-material-place" (282). Both the performers, as agents, and audiences, as witnesses, were enveloped by and present in those unfolding choreographic stories.…”

Section: Jumping Backmentioning

confidence: 99%

“…A key component in this embodied learning model is the recognition of what Kristie Fleckenstein (1999) refers to as somatic (mind and body) integration which is rooted in the "view from somewhere" (281). This "view," which provides a particular spatial and temporal timeframe, is an important feature of somatic learning because it enlivens subject matter in intertextual and interdisciplinary ways.…”

mentioning

confidence: 99%

Poetic Steps: Fusing African American Poetry and Choreography in Classroom Practice

Bowie

Soriano

2011

Journal of Dance Education

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“…bodies write (Brodkey, 1996;Fleckenstein, 1999;Gere, 1994;Prior & Shipka, 2003;Reynolds, 2004). While this range of citations suggests there is much in the field of rhetoric and composition about bodies, there is very little in the way of descriptions, analyses, theories of or advice for the bodies of writers as they write.…”

Section: Studying Bodies Vs Embodied Studiesmentioning

confidence: 99%

“…We want to argue, along with Sharon Crowley (2002), Kristie Fleckenstein (1999, and Christina Haas and Steve Witte (2001) that greater attention should be paid within our discipline to the role of embodied activity in writing. Even in studies that make reference to embodiment or explore the connections between mind and body, Haas and Witte argue, "the authors do not address the embodied nature of writing directly or explicitly" (p. 415).…”

Section: Embodiment In Compositionmentioning

confidence: 99%

Writing With(out) Pain: Computing Injuries and the Role of the Body in Writing Activity

Owens

Ittersum

2013

Computers and Composition

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This article uses the lens of computer writing injuries to explore writing as an embodied activity. We use philosopher Mark Johnson's five-part definition of embodiment to develop an analysis that examines the physical, flesh-and-blood aspects of writing in addition to the social and cultural aspects of embodied activity. With this framework, we show the limits of purely technological solutions to writing injuries (like ergonomic keyboards) and explore the difficulties of including somatic training in the writing classroom. Rather than prescribing a single solution,we propose that these injuries require multifaceted infrastructural changes, and point to the benefits of approaching writing with mindfulness. We conclude by suggesting ways that writing instructors and scholars can use this framework to rethink the role of the body in writing activity.

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Writing Bodies: Somatic Mind in Composition Studies

Cited by 46 publications

References 0 publications

â€œStudents Make History Every Day Just by Sitting on These Stepsâ€: Performative Spaces and Re-Genring in the South

â€œStudents Make History Every Day Just by Sitting on These Stepsâ€: Performative Spaces and Re-Genring in the South

Poetic Steps: Fusing African American Poetry and Choreography in Classroom Practice

Writing With(out) Pain: Computing Injuries and the Role of the Body in Writing Activity

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Writing Bodies: Somatic Mind in Composition Studies

Cited by 46 publications

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â€œStudents Make History Every Day Just by Sitting on These Stepsâ€: Performative Spaces and Re-Genring in the South

â€œStudents Make History Every Day Just by Sitting on These Stepsâ€: Performative Spaces and Re-Genring in the South

Poetic Steps: Fusing African American Poetry and Choreography in Classroom Practice

Writing With(out) Pain: Computing Injuries and the Role of the Body in Writing Activity

Contact Info

Product

Resources

About

â€œStudents Make History Every Day Just by Sitting on These Stepsâ€: Performative Spaces and Re-Genring in the South

â€œStudents Make History Every Day Just by Sitting on These Stepsâ€: Performative Spaces and Re-Genring in the South