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Byline: Barbara Satina (1), Francine Hultgren (2) Keywords: bodily competence; embodiment; gender equity; physical education Abstract: The purpose of this article is to show the waysin which education can be centered on the bodyas the subject of experience, rather thanas an object or an absent entity. Pedagogicalpractices that emphasize a conscious awarenessof embodiment provide opportunities forstudents to learn in a holistic manner. Sincethe body is the way in which we experience theworld, mediating all processes of learning, allexperience is therefore embodied (Levin, 1985). Recognizing the body as subject of being ratherthan as object acknowledges that beneath theattempts to separate aspects of our being,which often occurs in educational settings,there exists an underlying, unified being thatis not subject to separation (Welton, 1998). The bodies of girls have traditionally beenrelegated to absent entities within thelearning environment, including in physicaleducation. A meaningful education, one thatembraces embodiment, would balance differenttypes of learning experiences, so that thevarious aspects of being are all considered andblended. Such a holistic approach to schoolingwould occur by providing an environment inwhich the needs of all students are valuedthrough efforts that defy the culturalstereotypes and preconceptions of the largersociety. Author Affiliation: (1) Kinesiology Department, The Pennsylvania State University, Recreation Building, University Park, PA, 16802, USA (2) Department of Education Policy and Leadership, University of Maryland, Benjamin Building, College Park, MD, 20742, USA Article History: Registration Date: 03/10/2004