Abstract
Can middle school serve as a site for educating students on how their bodies are essential for learning and embodying knowledge differently? This experimental work concerns the new learning that a movement intervention introduced in the context of a career unit of a language arts curriculum. The experiences and reflections of eighth graders from an American school are presented creatively as scripts and interpreted for their learning value. What young students learned about feeling, power, communication, and bodily learning is looked at from critical, feminist, and arts-based perspectives. Topics covered by this emergent analysis focus on the reform of sex education and career education, key concepts of embodiment, description of a movement curriculum, presentation of thematic results, and, finally, the benefits and challenges of body-based interventions more generally.
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