A critical review of the article: Lead with the Body: Somatic Embodied Practices for Teacher Leadership and Well-being

Article Sidebar

PDF (Español (España)) EPUB (Español (España))
Published: Sep 2, 2025
DOI: https://doi.org/10.22201/enesl.20078064e.2025.27.92612

Main Article Content

Teresa Castro Mata
Universidad Autónoma de Chihuahua
https://orcid.org/0000-0003-1110-9565

Abstract

The review examines the article "Lead with the Body: Somatic Embodied Practices for Teacher Leadership and Well-being", emphasizing Kulick’s critique of the traditional model of teacher leadership. According to the author, this model has predominantly focused on cognitive and relational dimensions, while neglecting the significance of teachers’ bodily and emotional experiences. Kulick advocates for the integration of somatic practices that enable educators to attune to their physical sensations, regulate their emotions, and respond with greater flexibility to stress. Such practices are intended to enhance resilience and professional well-being, fostering a more holistic and sustainable approach to teacher leadership in which both body and mind are recognized as essential components of educators’ personal and professional development.

Downloads

Download data is not yet available.

Article Details

How to Cite
Castro Mata, T. (2025). A critical review of the article: Lead with the Body: Somatic Embodied Practices for Teacher Leadership and Well-being. Entreciencias: Diálogos En La Sociedad Del Conocimiento, 13(27), 1–4. https://doi.org/10.22201/enesl.20078064e.2025.27.92612

Citas en Dimensions Service

Author Biography

Teresa Castro Mata, Universidad Autónoma de Chihuahua

PhD in Education from the Universidad Pedagógica Nacional del Estado de Chihuahua. She is currently a Full-Time Professor at the Universidad Autónoma de Chihuahua. Her main lines of research include academic communication, education and gender—addressing micro-violence, power dynamics, and inequalities in educational settings—as well as digital media and media literacy, exploring their impact on student and professional training.

Crossref
Scopus
Google Scholar
Europe PMC

References

Berila, B. (2023). Integrating mindfulness into anti-oppression pedagogy: Social justice in higher education. Routledge. https://doi.org/10.4324/9781003193272 DOI: https://doi.org/10.4324/9781003193272

Cherkowski, S. K. (2021). Conceptualizing leadership and emotions in higher education: Wellbeing as wholeness. Journal of Educational Administration and History, 53 (2), 158-171. https://doi.org/10.1080/00220620.2020.1828315 DOI: https://doi.org/10.1080/00220620.2020.1828315

Fosco, S. L. (2023). Understanding the relationships between teacher leadership and teacher wellbeing: A narrative review of theoretical and empirical literature. International Journal of Teacher Leadership, 12 (1), 8-30. https://eric.ed.gov/?id=EJ1420334

Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. Routledge. DOI: https://doi.org/10.3366/para.1994.17.3.270

Kulick, K. S. (2025). Lead with the body: Somatic embodied practices for teacher leadership and well-being. International Journal of Teacher Leadership, 14 (1), 125-139. https://www.cpp.edu/ceis/education/international-journal-teacher-leadership/documents/spring2025/kulick.pdf

Maté, G. (2022). The myth of normal: Trauma, illness, and healing in a toxic culture. Knopf/Penguin Random House.

McLaren, P. (1994). Pedagogía crítica, resistencia cultural y la producción del deseo. Aique Grupo Editor.

Menakem, R. (2017). My grandmother's hands: Racialized trauma and the pathway to mending our hearts and bodies. Penguin Random House.

Merleau-Ponty, M. (2013). Fenomenología de la percepción (2.ª ed., J. Cabanes, Trad.). Ediciones Península. (Obra original publicada en 1945).

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Entreciencias: Diálogos en la Sociedad del Conocimiento recognizes and respects the moral rights of authors as well as ownership rights transferred in non-exclusivity to the journal for its open access dissemination and its preservation. Hence, authors who publish in this journal accept the following conditions:

  • Entreciencias: Diálogos en la Sociedad del Conocimiento from Universidad Nacional Autónoma de México is distributed under a Licencia Creative Commons Atribución-NoComercial-SinDerivar 4.0 Internacional, which allows the information and metadata to be used without commercial ends as long as proper citation is utilized.

  • Authors will have the right to non-exclusively distribute the contribution made to Entreciencias: Diálogos en la Sociedad del Conocimiento. That is, they will be able to include it in an institutional repository or disseminate it in other digital or printed media as long as it is explicitly stated that it was first published in Entreciencias: Diálogos en la Sociedad del Conocimiento. The following information must additionally be included: author, year, volume, page numbers, electronic paging, and DOI.

  • Authors, whose publications have been accepted, will have to send the Letter of Copyright Transfer in the corresponding format, filled out and signed by the author or authors.