This week my interview with Lisa Clughen was still with me, more specifically the impact of having an eating disorde on her relationship with her body. Her vulnerability of sharing this battle and the profound impact on her embodiment made me realize on a deeper level, that for so many of us the relationship with our bodies is not a positive one nor a pleasurable one. And the systems we are moving in, don't help to change that.

So I felt called to share some more practises with you on how to become a chagemaker as embodied educator to very gently start working with embodiment in a safe (trauma-informed) way. Ofcourse these practises also work for yourself, to start building your own embodied skills :) 

When teaching it is important to make the implicit explicit, and these exercises can help to start building awareness in perception and create a gentle way into inside-out learning for our students amidst all the outside-in learning. 

Love to hear from you, if you are trying this in your classroom or for yourself.

Let's reshape education, one name at a time!

Come on over to listen and know what the 'name' is about ;P

📱Linked In @Liz Wientjes

📱Instagram @Bodylizious

💌 liz@theembodiededucator.net 

- Keaton, M., & Watson, V. M. (2022). The Soul of Learning. Rituals of awakening, magnetic pedagogy, & living justice. Routledge, New York. 

- Watson, V.M. (2017). Life as primary text: English classrooms as sites for soulful learning. Invited submission for The Journal of the Assembly for Expanded Perspectives on Learning, 22, 16, an affiliate of the National Council of Teachers of English.

- Christensen, L. (2015). Rhythm and Resistance: Teaching Poetry for Social Justice. https://rethinkingschools.org/2015/05/19/rhythm-and-resistance-teaching-poetry-for-social-justice/

- Gray, A. (PHD, MPH, LPCC, BC-DMT, NCC). https://ambergray.com/ 

- Tolle, E.  The Power of Now: A Guide to Spiritual Enlightenment