Reading with the ancients: Embodied learning and teaching to an embodied pedagogy

Senior, K and Dixon, M 2009, 'Reading with the ancients: Embodied learning and teaching to an embodied pedagogy', ACCESS: Critical Perspectives on Communication, Cultural & Policy Studies, vol. 28, no. 2, pp. 21-30.


Document type: Journal Article
Collection: Journal Articles

Title Reading with the ancients: Embodied learning and teaching to an embodied pedagogy
Author(s) Senior, K
Dixon, M
Year 2009
Journal name ACCESS: Critical Perspectives on Communication, Cultural & Policy Studies
Volume number 28
Issue number 2
Start page 21
End page 30
Total pages 10
Publisher RMIT University, School of Art
Abstract Walter Benjamin reminds those of us steeped in the literal and modernist institutional discourses of benchmarks and quality of teaching surveys in higher education that 'the most ancient' reading involves looking to 'entrails, the stars or dances' (1999: 722). This paper draws upon a three year arts based research project with two-hundred and eighty pre-service teachers (Dixon & Senior, 2009) that sought to explore the nature and quality of learning experience in teacher education. Arising from that exploration, the possibilities for reasserting the experience of embodied ways of knowing pedagogy became apparent. This paper traces embodied teaching and learning in education and extends these understandings to offer illustrations of embodied pedagogy from the tertiary classroom. Through analysis of image, both reproductive and representational, and alongside the more familiar written language, embodiment is revealed as a generative site of epistemological understanding. The authors further argue that an embodied pedagogy opens up the normalising gaze of teacher reflection or observation to a greater awareness, a reading beyond language.
Subject Multicultural, Intercultural and Cross-cultural Studies
Copyright notice Copyright 2009 ACCESS & Contributors
ISSN 0111-8889
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