ABSTRACT
This chapter argues that the affective intensities that circulate around and attach to the body must be embraced as core to antiracist teaching in higher education. It states that pedagogies of affect and embodiment are essential to antiracist teaching. Employing such pedagogies, which are premised on the notion that “knowledge is always grounded in bodily existence”, in teaching and learning spaces is essential to cultivating antiracist identities in both faculty and students. The chapter provides two pedagogical practices in order to illustrate the evocation of emotion and embodiment in university-based preservice teacher education. It expounds on how these teaching strategies have allowed one, as faculty or teacher educators, to ask the students, and attempt responses to, questions about what it means to be a body rather than “nobody in a university economy designed to produce somebody individuated, assimilated and consenting to empire”.
