Learning bodies: What do teachers learn from embodied practice?

Journal article


Yoo, Joanne and Loch, Sarah. (2016) Learning bodies: What do teachers learn from embodied practice? Issues in Educational Research. 26(3), pp. 528 - 542.
AuthorsYoo, Joanne and Loch, Sarah
Abstract

In this article, we reflect on ways that young adolescents learn through embodied practice, which we define as moments when the body is ‘caught up’ in learning activities. Our observations draw from two workshops conducted as part of the IMC Sky High! program which annually involves over 150 Year 7 and 8 students from schools in low socioeconomic areas of south-west Sydney, Australia. The program is delivered on and off campus by a team at the University of Technology Sydney. In addition to building confidence and skill in curriculum areas, the program aims to introduce young high school students to a tertiary environment and motivate them to engage more actively at school. Paying close attention to a classical music encounter and a trip to a museum, we use ethnographic strategies to consider how looking, doing, listening and proximity facilitate feelings of connection and motivation towards learning. We discuss how an educators’ sensitivity to the listening and speaking body, and the learning and caring body can enhance learning design and opportunities for engagement. Greater awareness of embodiment can enable educators to facilitate rich, sensory learning encounters that are empowering and transformative.

Year2016
JournalIssues in Educational Research
Journal citation26 (3), pp. 528 - 542
PublisherWestern Australian Institute for Educational Research Inc.
ISSN0313-7155
Scopus EID2-s2.0-84983451229
Page range528 - 542
Research GroupSchool of Education
Place of publicationAustralia
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https://acuresearchbank.acu.edu.au/item/87w27/learning-bodies-what-do-teachers-learn-from-embodied-practice

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