This collection considers how embodiment, mothering, and curriculum theory are related to practices in education that silence, conceal, and limit gendered, raced, and sexual maternal bodies. Advancing a new understanding of the maternal body, it argues for a 'bodied curriculum' – a practice that attends to the relational, social, and ethical implications of ‘being-with’ other bodies differently, and to the different knowledges such bodily encounters produce.

Contributors argue that the prevailing silence about the maternal body in educational scholarship reinforces the binary split between domestic and public spaces, family life and work, one's own children and others' children, and women's roles as ‘mothers’ or ‘others.’ Providing an interdisciplinary perspective in which postmodern ideas about the body interact with those of learning and teaching, Mothering a Bodied Curriculum brings theory and practice together into an ever-evolving conversation.

Stephanie Springgay is an assistant professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education, University of Toronto.

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Debra Freedman is an instructor in the Department of Family Relations and Applied Nutrition at the University of Guelph.

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‘This edited book is original both in its topic and execution, the editors have taken a very creative approach to the problem of how to construct and produce a book on this challenging and cutting edge topic.’

Alberta Journal of Educational Research vol 60:02:2014