Fall 2021 - EDUC 843 G031

Embodiment and Curriculum Inquiry (5)

Class Number: 5173

Delivery Method: In Person


  • Course Times + Location:

    Location: TBA

  • Instructor:

    Celeste Snowber
    1 778 782-4453
    Office: SFU Surrey 5th Floor Galleria 5206
    Office Hours: By appointment



The scholarship on embodiment and its implications for the body as a site for knowledge and its relationship to contemporary curriculum inquiry will be studied with specific emphasis on the area of performative and narrative inquiry and arts education. Central to this course will be the investigation of embodiment from both a philosophical perspective and a literary/poetic perspective. Equivalent Courses: EDUC712


Meeting Dates:
Sept. 17, 18
Oct. 1, 2 & Oct. 22, 23
Nov. 5, 6 & Nov. 19, 20 & Nov. 26, 27

Meeting Times:
Fridays: 5:00 – 8:00 pm         on Zoom - Virtual
Saturdays: 9:00 – 3:00 pm     Surrey Campus Room SRYC 3270 and sometimes off-campus.  See below. 

Meeting Location:
SFU Surrey Campus and Field Trips off-campus including Holland Park, Surrey Art Gallery,
and Green Timbers Urban Forest. All field trips are low risk and are required as part of the class.

Additional Details:   

Dates off Campus:
Sept. 18 - Holland Park  - Writing/Nature installation and Public Art, across from SFU Surrey
                     13438 Old Yale Road, Surrey, BC
                     We will leave together from campus at 1:30 pm and go back to classroom at 2:45.

Oct. 2     -  Green Timbers Urban Forest at Surrey Nature Centre entrance
                      14225 Green Timbers Way. We will meet there at 9:00 and leave at 1:00.

Oct. 23 (changed from Nov. 6)     -   Surrey Art Gallery, 13750 88 Ave, Surrey, BC V3W 3L1 
                        We will meet there at time given by gallery, TBD.


This course will examine the scholarship on embodiment and its implications for the body as a site for knowledge and its relationship to contemplative education, specifically in the area of embodied ways of inquiry. Central to this course will be to look at embodiment from a philosophical perspective, a literary/poetic perspective and a visceral perspective rooted in movement, dance, walking and physicality in a variety of forms, and even our limitations.  Particular attention will be given to the relationship between philosophies of the body and their relevance to us as researchers, educators, artists, and human beings. The mind-body dualism will be examined and its impact on how research is enacted, and how we enter the practice of teaching and reflect on our practice. The notion of "bodily attending" will be developed both for reflexivity, moving, writing, and pedagogy. A major emphasis will concern how an informed understanding of embodiment can have pragmatic influence on the way we experience knowledge and articulate knowledge and its importance for bodily mindfulness. The student will have opportunity to relate the notion of embodiment to his/her particular research and integrate performative, narrative and poetic writing to articulate knowledge, which is situated in bodily experience.  Since this course is on-line due to COVID restrictions, we will integrate movement and somatic/dance practices at home as well as walking,  which will facilitate embodied connections to learning.


  • Body Narrative 20%
  • Presentation on Chapters 20%
  • Bodygraphy Project – FINAL PIECE 50%
  • Participation – Sharing writing in class and embodied voice 10%


Writing from the body practice in and out of class

It will be expected that you write during class in each session and at certain times bring your writing to the larger group. You will also be expected to engage in short writes several times a week and bring small segments of your work to the class. You will also be required to take an hour of solitude (bodily mindfulness) a week connected to physicality,  which your writing can emerge from. This will be explained during the first class.

Somatic/Movement work

Each class will provide opportunity to integrate somatic and movement work which will consist of a variety of practices connected to embodiment, including, but not limited to creative movement, yoga stretches, breathing, Interplay, creative dance, improvisation and voice work  This movement work will be connected to writing from the body, the poetic,  and developing ideas, insights and contribute to your own inquiry in your bodygraphy.


  1. Body narrative 20%
 These body narrative pieces will be developed out of exploring the relationship between the body, memory and narrative. This can also consist of prose, poetry, essay, or poetic prose.  DUE: Oct. 11
  2. Group presentations on chapters 20% You will present in groups on the chapters in your text Arts-based and contemplative practices in research and teaching: Honoring presence. You will engage the class collectively in an arts-based practice related to the chapter to deepen the exploration of the ideas from the scholars. DUE: Throughout semester.
  3. Bodygraphy including presentation 50% DUE: Last 2 weekend classes. Abstract DUE: on Oct. 18

This assignment is your major project that includes your writing, performative work, and growing perceptions/understanding of how the body intersects research, writing, teaching, and aspects of being. There is room within this piece to include various artistic representations, i.e. film, video, dance, drama, reader’s theatre, visual work, poetry, prose, or performance art, as well as essay writing. This assignment combines a significant research inquiry with an oral presentation, so you will present your work to the class. You will be required to pass in an outline, which provides an explanation of what you are presenting. Presentation of your bodygraphy will be done during the last two weekends.  This assignment connects to your ongoing inquiry, and is important to start early, and integrate your own autobiographical inquiry and exploration of your embodied knowing and learning.  Arts-based practices are encouraged, and writing from the body as ways of creating your bodygraphy. 

Bodygraphy is a term that I utilize which is a combination of autobiographical inquiry, embodied ways of inquiry within the umbrella of arts-based educational research methods in order to create an intertextual piece, which expresses the depth of your embodied learning and how it connects to you personally and professionally

  1. Participation – Sharing writing and embodied voice 10%

As much as possible, within an online capacity participation and presence is expected.  Part of this component is also sharing writing within the class and having opportunity to work and develop your embodied and poetic voice.



A journal to write in by hand.  The class will encourage writing by hand as a way to access writing from the body.

A yoga mat can be helpful when we work on the floor or an empty space for movement.  You may need to bring to class.


Snowber, C. (2016). Embodied inquiry. Rotterdam, The Netherlands: Sense Publishing

Selected Articles and Chapters.

*All Required Reading has online access in the SFU Library

ISBN: 978-94-6300-753-5

S. Walsh, B. Bickel, & C. Leggo (Eds.). (2015). Arts-based and contemplative practices in research and teaching: Honoring presence. New York, NY: Routledge.

Selected Articles and Chapters.

*All Required Reading has online access in the SFU Library

ISBN: 9781138286740

Vol 18, No 2 (2021): Walking: Attuning to an Earthly Curriculum in Journal of the Canadian Association for Curriculum Studies. https://jcacs.journals.yorku.ca/index.php/jcacs

Selected Articles and Chapters.

*All Required Reading has online access in the SFU Library


Abram, D. (1996). The spell of the sensuous: Perception and language in a more- than-human world. NY: Vintage. 

ISBN: 0-679-77639-7

Lamothe, L. K. (2015). Why we dance: A philosophy of bodily becoming. NY: Columbia University Press. 

ISBN: 978-0-231-17105-2

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:


SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html


Teaching at SFU in fall 2021 will involve primarily in-person instruction, with approximately 70 to 80 per cent of classes in person/on campus, with safety plans in place.  Whether your course will be in-person or through remote methods will be clearly identified in the schedule of classes.  You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).

Enrolling in a course acknowledges that you are able to attend in whatever format is required.  You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.

Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as early as possible in order to prepare for the fall 2021 term.