Bodies and learning trajectories: a ‘post’ feminist approach to the experience of Spanish students in higher education.

Feminist theories have broadly delved into the discourse surrounding bodies (Grosz, Elizabeth. 1994. <italic>Volatile Bodies: Toward a Corporeal Feminism.</italic> Bloomington: Indiana University Press). Their contributions have subverted the idea that bodies are merely passive matter, opening up new ways of conceptualizing the world in corporeal terms. Their insights have been useful in understanding that human bodies emerge in situated-historical encounters, and cannot be separated from mind. This holds significant implications for the field of education (hooks, bell. 1994. <italic>Teaching to Transgress: Education as the Practice of Freedom.</italic> Abingdon: Routledge). In this article, we depart from the project ‘TRAY-AP: Learning trajectories of undergraduate students: conceptions, strategies, technologies, and contexts'. Reading from ‘posts’ perspectives such as feminist new materialisms, the affective turn or posthumanisms, helps us to think through relational ontologies, beyond dualisms, embracing a commitment to the human and morethan-human bodies. Through these perspectives, the project helps us to deepen into how Spanish higher education students conceive their bodies and the role of bodies in their learning trajectories. The paper concludes by shedding light on how bodies are still considered inert beings, but students see their learning processes as corporeal and embodied, intersected by gender struggles. [ABSTRACT FROM AUTHOR]