This paper explores the implications of embodied ways of knowing for research, teaching, and activism. The concept of embodied knowledges/pedagogies draws attention to bodies as agents of knowledge production. I first outline a theoretical framework that connects embodied knowledges to lived experiences, performance, and bodily intelligence. This theoretical framework has emerged from the collaboration among four groups and institutions: Ananya Dance Theatre (ADT hereafter), environmental justice researchers/advocates, the College of St. Catherine (CSC hereafter), and the 2008 Inclusive Science Conference (ISC hereafter). By evaluating this collaborative project, I develop three pedagogical models that foreground embodied knowledges. Qualitative evidence suggests that embodied pedagogies foster a sense of community and challenge Eurocentric and male-centered systems of knowledge production predicated upon the body/mind binary. In the civic arena, activists use embodied pedagogies to provide emotional access to science-based information, and to mobilize for social change. I invite artists, activists, and educators to consider the potential of embodied knowledges to forge creative alliances, and to radically transform our work, our institutions, and knowledge production in general.


Additional Information

Print ISSN
pp. 104-120
Launched on MUSE
Open Access
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.