Bodies do inventive, dynamic and productive work in classrooms. This paper argues that bodies are vital players in pedagogic encounters, informing how gender identities are shaped, how power operates, and how pedagogies are enacted. It uses a range of theoretical resources – on space (Massey, 2005), corporeal geography (McCormack, 2013), material feminism (Barad, 2007) – to develop an interdisciplinary analysis of body-space choreographies in Sixth Form College spaces. Empirically, the paper is grounded in six close-up ‘material moments’ of stillness, movement and flow, which indicate that pedagogic encounters are conditioned by routine bodily enactments which happen at speed and often go unnoticed but which do important pedagogic work.
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