Abstract
Subjugated bodies continue to be missing from classrooms, faculty meetings, and educational structures everywhere. Where are the excluded bodies? Where is the untheorized visceral experience of everyday discrimination? Possibilities of inclusiveness must be viscerally felt, not simply disembodiedly spoken. Merely claiming to be a progressive teacher-writer isn't enough to achieve a decolonizing praxis. This claim needs to come from an embodied performance in the classroom, a place where teachers and students alike can perform the scars of oppression on their bodies. Teacher and student bodies, in-between the colonial and postcolonial experience, can then become more present in teaching and praxis.
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