It has long been acknowledged that schools do more (and less) than they purport. Schools were designed for educational and civilizing purposes (Hunter, 1988). They have both democratic and disciplining effects. They work on minds, bodies, and souls (Corrigan, 1991; Foucault, 1977; Rose, 1989). They teach students what to think, to believe, to feel, to be (Bourdieu and Passeron, 1977). Recognition of schooling's multiple effects has spurned a rich array of theoretical and empirical work in education, informed by a range of theoretical perspectives including critical theory, feminism, the sociology of knowledge, and curriculum theory. This scholarship has been in common an acceptance of schooling as a powerful institution that functions according to societal power dynamics. Teachers in classrooms, wittingly or not, produce and reproduce the class, race, gender, and other relations that govern and organize a society. Much of this work has identified oppressive aspects of schooling and provided some insight toward emancipatory alternatives. More recent poststructural accounts also develop the idea that these power relations are enacted through the bodies of teachers and students, that the effects of power are felt upon the body (Corrigan, 1991; Foucault, 1977; Kamler et al., 1994; McWilliam and Taylor, 1996).
Body Movements: Pedagogy, Politics and Social Change p. 75-95