Pedagogies in the Flesh: Case Studies on the Embodiment of Sociocultural Differences in Education

Chapter 1. Introduction Chapter 2. When Bodies Require Trigger Warnings Chapter 3.The Embodied Harm of Stereotype Threat Chapter 4. Grieving with Rage Chapter 5. Feeling Pedagogy: Parenting and Educating in the Flesh Chapter 6. Tears at the Eye Doctor Chapter 7. The Color of Crayons: A Preschooler's Exploration of Race and Difference Chapter 8. Which Way Did He Go, George?: A Phenomenology of Public Bathroom Use Chapter 9. Feeling the Sting of Being a Tattooed Mother in the Public Eye Chapter 10. Black Counter-Gazes in a White Room Chapter 11. But I Had Windows Chapter 12. Clutching the Vacuum Chapter 13. The Haze Chapter 14. He's Wearing a Dress Chapter 15. (Dis)orienting Laughter Chapter 16. Getting Down, Feeling White? The Pedagogy of the Internet for Dancing Race Chapter 17. Unheimlichkeit: Recollections of the Gaze Chapter 18. Crossing the Chiasm; Sutured Care in Medical Education Chapter 19. Compulsory Heterosexuality and the Queering of Southern Lines Chapter 20. Literature, The White Gaze, and the Possibility of Conversation Chapter 21. Stumbling Chapter 22. "So, are you a feminist epistemologist?": Holistic Pedagogy for Conversations on Indigeneity, Love, and Crossing Borders Chapter 23. Learning to Use the Switch Chapter 24. Adjusting One's Self: An Educator's Experience in a Peruvian Community Chapter 25. The Myth that Brands Chapter 26. Hairpulling in the Art Room: A Phenomenology of Un/marked Bodies Chapter 27. They Put It in the Yearbook, but with a Smiling White Kid: Encoding the Weakness of Children and Native Americans, and the Whitewashing of the Message Chapter 28. The Ugly and Violent Removal of the Cecil Rhodes Statue at a South African University: A Critical Posthumanist Reading Chapter 29. Sirens of Remembrance Chapter 30. Black Body Being-in-Weirdness in the Academy Chapter 31. Activism and Love: Loving White People through the Struggle Chapter 32. Splash Violence and Other-than-human Bodies as Sites of Power, Resistance, and Pedagogical Possibility