Affective and embodied pedagogy as pathways to equity in curriculum and responsiveness

Abstract

The question of equity in the South African educational landscape and particularly in the curriculum at all levels cannot be over emphasised, however achieving this equity has proven to be daunting task. The purpose of this article is to explore affective and embodied pedagogy as alternative pathways to equity in curriculum and responsiveness. Hamilton (2007) argues that beyond the idea that equity is morally right, striving for radical educational equity, is a winning strategy for all learners regardless of their background. With resistance to the drive to achieve equity almost guaran-teed, questions arise on how to achieve the same and ensure that curriculum responsiveness takes places for all learners/students. This paper seeks to answer the question. This paper theorised affective and embodied pedagogy, and generated pathways or forces which can be used to establish equity and responsiveness in education. The paper proposes diffractive physicality, social vulnerability and rhizomatic spatiality as the key constructs for equity and responsiveness. The paper concludes that affective and embodied pedagogy can be used as pathways to achieve equity in curriculum and responsiveness.