Abstract

This session contrasts pre-European M?ori ways of knowing, doing, and being with Western frameworks that do not incorporate holistic ways of teaching and learning. We argue that working for social justice requires an embodied pedagogy that includes and honors the role of the whole body including the being or soul rather than treating the mind, body and soul as separate entities. We discuss barriers to embody ways of knowing and explore ways in which an embodied approach can be implemented in educational settings.

Published in: World Congress on Education (WCE-2018)

  • Date of Conference: 15-18 July 2018
  • DOI: 10.2053/WCE.2018.0021
  • ISBN: 978-1-908320-91-9
  • Conference Location: Dublin, Ireland