Abstract
In this article we critically examine the use of embodiment in education research and illustrate how analyses of embodiment within education reframe persistent educational problems in productive, actionable ways. We juxtapose embodied analyses with traditional analyses of speech by interrogating Bakhtin's notions of the body and dialogue, each of which departs from dominant modes of analysis in education research. We purposefully read Bakhtinian notions of the grotesque through a Deleuzian frame of the body as force, as always in excess of representation. We approach the knowledge-construction process in dialogue, situating our work around Bakhtin within Bakhtin's work itself. Through problematizing traditional dialectical and body-less notions of education research we illustrate how educational problems and research practices seeking to understand embodiment might be reframed and reconceptualized, through a dialogic process between the two authors. Cumulatively, we hope that our dialogue will promote understanding of how bodies matter in education research through dialogic knowledge construction.
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