Drawing Bodies/Drawing Students: Making Up Relationships in Curriculum Reform

Authors

  • Ebony Flowers University of Wisconsin-Madison,

DOI:

https://doi.org/10.25749/sis.7722

Keywords:

Drawing, Bodies, Objectivity, Vision, Teaching, Learning.

Abstract

Drawing has a unique and complicated association to teaching and learn­ing. Much of this complexity stems from shifting definitions about the body. What drawing is and how it invokes certain pedagogical responses depend on certain ways of thinking about the body as in relation with the world. The following comic essay describes two images of the body — affected and unaf­fected — circulating in curriculum reform efforts. Drawing primarily upon Science, Technology, and Society (STS) literature, critical pedagogy, and cog­nitive research, this comic examines how body discourses and the idea for drawing align with a commonsense logic of formal schooling: changing the conditions of schooling occur through changing the child (and adult).

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Author Biography

Ebony Flowers, University of Wisconsin-Madison,

Ebony Flowers is a cartoonist and doctoral candidate in the department of Curriculum and Instruction at the University of Wisconsin-Madison. Born and raised in and around Baltimore, MD, she draws comics to experiment with notions of relationships, memory, and schooling. Her research and schol­arly pursuits include anthropology of the senses, non-traditional qualitative methodologies, discourse analysis, anthropology of schooling, and drawing. She is also a former high school biology teacher. You can find more of her work at www.ebonydrawsflowers.com

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Published

2015-12-02

Issue

Vol. 3 No. 1 (2015): Critical, Cultural and Historical Perspectives on Arts Education

Section

Articles

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