Since quite a long time a turning to the topic of corporality is to be recognised in cultural as well as in social sciences. This means a paradigm shift that makes an impact also on educational sciences.

In this respect manifold new insights have gained admission into diverse concepts of formation in school. These again have led to the realisation of large movements like „MovingSchool“ (“Bewegte Schule“), „HealthySchool“ („Gesunde Schule“), „Theatre is School“ („Theater macht Schule“). These insights also accompany the discussion concerning the great success of dancing projects in school like “Rhythm is it” etc. Physical Education, Aesthetic Formation, the aim to develop competencies, the didactical principles of “active learning” (“Handlungsorientierung”) and that of interdisciplinarity get essential impulses. In the end the discourses about the human body lead to new priorities to introducing body experience, wellness and the improvement of health such as the “healthy breakfast“ or the ergonomics of sitting in school. The compensation of deficits in the field of learning and child development as well as the possibilities to improving bodily and motorical conditions of learning are discussed in a new way. Especially the development of new concepts leads to new possibilities to improve the attention of pupils or their social competencies (as e.g. the ability to communicate), the concepts to decrease stress, aggression and violence.

It is often ignored that the fundamental paradigm shift that accompanies the rediscovery of the topic “corporality” actually leads to a fundamental innovation of valid orders of thinking. Here the paradigm shift of terms that are characteristical for the discourses in pedagogics is traced out (attention, movement, playing, improvisation, power relations, gender etc.). The focus lies on the theoretical insights and empirical research especially in the field of phenomenology. To each of the pedagogical terms a slightly different perspective on the corporality of pupils is created opening the view on possibilities to take into account special dynamics in learning processes in school. This volume V of the series on forms of corporality in school focuses violence and power in the field of gendering and sexuality.