Interrupted Body Projects and the Self in Teaching: exploring an absent presence

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Abstract
It is suggested that the body in educational research is an absent presence and that this situation needs to be rectified. This absence is highlighted by focusing upon the interrupted body projects of two physical education teachers and the manner in which this impacts upon their sense of self by creating a range of identity dilemmas. The limited narrative resources available to these teachers for resolving such dilemmas and reconstructing a different sense of self are considered. More general issues about the kinds of body stories that circulate within the educational community and the wider culture are also raised.