Abstract
How might we bring our full selves, including our bodies, to the enterprise of teaching and learning? How might queer lived experience inform the development of a full-bodied pedagogy? Drawing on personal reflection, this article explores the use of eros, desire, and passion found in queer experience and connects them to contemplative spiritual practices. It argues that attending to queer bodies in our pedagogy necessitates the engagement of eros and desire, which are also the energies of contemplative practices. Making a case for radical embodiment as a complement to critical thinking toward full-bodied, heart-centered education, this article suggests pedagogical interventions.
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