Re-Imagining Education and Curriculum Development through Embodied Learning as a Decolonizing Pedagogy

Abstract

The aim of this article to encourage innovation in education and schooling by embracing embodied ways of knowing. The research questions addressed in this paper are: How is embodied learning conceptualized? And how might it be employed as a decolonizing pedagogy for curriculum development? This article will review the current understandings of embodied learning within the field of education. Examples of innovative approaches for employing embodied ways of knowing in teaching and learning will be provided to argue for the need to implement approaches to integrate embodied learning into curriculum. Embodied ways of knowing have considerable potential to contribute to re-envisioning ways that education can be transformed to address current challenges of colonial oppression by shifting dominant discourses and single worldviews of what education should be.