Announcement:
Congratulations to Dr. Stephanie Glick for the recent publication of her paper Where Flesh Meets Paper: Embodied Journaling as Antiracist and Decolonial Sites for Learning and Healing published in the Harvard Educational Review.
Dr. Glick’s study notes that courses examining colonialism, racism, and oppression often rely solely on intellectual analysis, overlooking the knowledge held in the body and spirit. Her research addresses the value of embedding somatic and neurobiological practices in social justice education.
The paper highlights an embodied journaling assignment developed by Dr. Glick. The goal of the assignment was to aid students in recognizing, interpreting, and recording their bodies’ signals in the process of learning about critical social issues. In addition to the educator’s own accounts, three former students, Nina Gaind, Micah Favel, and Arianna Valentino, reflect on their experiences with the assignment.
Findings indicate that listening to embodied signals that emerge while learning about social in/justice deepened students’ understandings of course topics and their relationships to systems of power, oppression, and healing.
