Body pedagogics and the corporeal curriculum in “no-excuses” charter schools

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Notes

1 Bodily control—in the form of corporeal habits—does not in and of itself present cause for concern. Indeed, as Watkins (2005) points out, “it is through iteratively performing certain tasks that students acquire a degree of automaticity in applying knowledge and skills which allows them to engage in other aspects of learning with greater ease” (p. 167) where “certain forms of bodily regimentation” are considered “a crucial aspect of learning” (p. 170).

2 It should be noted some high-performing charters schools are managed by CMOs, others are not, and the same goes for low-performing charters.

3 Typically, charter schools do not receive taxpayer funds to cover capital costs during the school startup process. Successful attainment of startup funds becomes a major leverage point.

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Garth Stahl

Garth Stahl (@GarthStahl) is an Associate Professor in the School of Education at the University of Queensland and Research Fellow, Australian Research Council (DECRA). His research interests lie in the nexus of neoliberalism and socio-cultural studies of education, identity, equity and inequality, and social change. Currently, his research projects and publications encompass theoretical and empirical studies of learner identities, gender and youth, sociology of schooling in a neoliberal age, gendered subjectivities, equity and difference, and educational reform.