Abstract:
This dissertation explores some of the ways the bodies of faculty members function in built
educational environments. Faculty bodies have been typically rendered invisible in the built
educational environment, but the bodies of educators are not only present, but they actually serve
pedagogical purpose. Using autoethnography to learn more about the subpopulation of faculty
members and how their bodies function in the classroom, I interviewed 12 participants and found
that bodies are not only present and active in the classroom, performing and modeling for the
students, but that they also carry social constructs with them into the classroom and this all
interacts with the students, physical space, and academic discipline to contribute to a classroom
narrative.
