Book chapter
Transforming dialogues about research with embodied and walking pedagogies in art, education and the cultural sphere
Embodied and walking pedagogies engaging the visual domain: Research creation and practice, pp.1-13
Common Ground Research Networks
29/12/2018
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Abstract
This chapter introduces the book and highlights the significance of research and practice focussed on embodied and walking pedagogies with learning and pedagogical implications. Case studies of practice, interaction and the sensibilities afforded by diverse conceptions of mobility and affective relations will be discussed. Using new methodologies and scholarship, issues of movement and mobilities as research method imply that social phenomena can be analysed differently with regardto worldly sensibilities, affordances and interactivity. The primacy of connectedness, contemplation and relationships are situated within provocations and critically responsive disruptions to everyday experience, typically organised around an event. Embodiment and performativity have important psycho-social and ethical dimensions when engaged with participants, audiences and sensory environments which will be explored using examples from a range of projects and programs. Historical and contemporary perspectives inform a range of visual-spatio-temporal scenarios toanticipate innovative research creation and observational strategies. An interest in bridging artistic and scientific media and research recording methodologies across sonic, visual and embodied practice informs the transformative potential of these exemplars/projects about arts based research creation. Re-imagining situations of learning through movement together with groundedness emerge as important concepts as pedagogy and transformative learning is re-envisaged in the 21st century. The everyday acts of walking and the human reality of embodiment are often taken for granted, but in recent times these ancient practices have been newly appreciated. This is especially so in relation to research and scholarship with new technologies and approaches across multiple domains. These reveal enhanced possibilities and greater awareness of what it means to know, for how we come to know and what might be possible through pedagogies to enable others to come to know. It is perhaps worth noting that realisations regarding the limitations of past paradigms of knowing have arisen from widely divergent fields from the post-humanist, post-positivist through to those grounded in traditional positivist research such as neuroscience. Such a diversity of work has drawn attention to the flesh and blood physicality of the human experience, the grounded nature of the loftiest of abstract thoughts, and the interplay of the visual and the material, thinking and feeling in being, becoming and transforming.
Details
- Title
- Transforming dialogues about research with embodied and walking pedagogies in art, education and the cultural sphere
- Creators
- K SnepvangersS DavisI Taylor
- Contributors
- K Snepvangers (Editor)S Davis (Editor)
- Publication Details
- Embodied and walking pedagogies engaging the visual domain: Research creation and practice, pp.1-13
- Publisher
- Common Ground Research Networks; Champaign, IL, USA
- Number of pages
- 13
- Identifiers
- 991012935599802368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Book chapter