Embodied Identity Shame in Learning Penelope Lusk

Format:

Book

Thesis/Dissertation

Author/Creator:

Lusk, Penelope, author.

Contributor:

University of Pennsylvania. Education., degree granting institution.

Language:

English

Subjects (All):

0393.

0500.

0998.

Local Subjects:

0393.

0500.

0998.

Physical Description:

1 electronic resource (199 pages)

Contained In:

Dissertations Abstracts International 87-07B

Place of Publication:

Ann Arbor : ProQuest Dissertations and Theses, 2025

Language Note:

English

Summary:

Learning is a profoundly affective experience. Collective and individual understandings of truth, knowledge, and self-concept are shaped by feeling. This project investigates shame in the vulnerable state of embodied learning, describing "embodied identity shame" as the unique experience of shame that makes one aspect of a person's body or embodied experience feel wholly salient to their identity or sense of self. I place embodied identity shame at the meeting point of two major institutions-healthcare and education-to analyze how we teach and learn about health in K-12 and medical contexts. In this dissertation, I ask how and in what ways institutions and learning communities are responsible for responding to shame, without letting hard feelings disrupt other educational or public health aims.In chapter one, I overview shame and introduce the concept of embodied identity shame. In chapter two I provide a basic framework for how to respond to shame writ large. Chapter three is a case-based analysis of the way shame influences community development in K-12 education. Chapter four is based in another case and examines how shame shapes epistemological commitments and knowledge formation in medical education. Chapter five uses the basic framework from chapter two to address the specific issues of embodied identity shame in learning and provides a set of principles for how and when institutions should respond to shame. I argue that embodied identity shame left unspoken can undermine central, shared aims of education and public health. When embodied identity shame is acknowledged and addressed, it can usefully clarify norms, knowledge, and practices that can be challenged or upheld for stronger and more inclusive epistemic institutions

Notes:

Advisors: Ben-Porath, Sigal Committee members: Morton, Jennifer M.; Quinn, Rand A.; Schaefer, Donovan O.

Source: Dissertations Abstracts International, Volume: 87-07, Section: B.

Ph.D. University of Pennsylvania 2025

Vendor supplied data

Local Notes:

School code: 0175

ISBN:

9798276004815

Access Restriction:

Restricted for use by site license