This course examines a diverse range of theoretical perspectives on bodies and education. It explores the implications of taking the body seriously in education, and investigates classical, continental, contemporary, and non-European theoretical perspectives on bodies, embodiment, and education. The course will involve practical experience of, and a personal interest project focusing upon, various forms of embodied education.
Not currently offered.
On successful completion of the course students will be able to:
1. Demonstrate an understanding of a range of theoretical perspectives on embodiment and education.
2. Critically appraise and discuss the relevant literature on embodiment and education.
3. Communicate understanding of relevant theories and debates in written and oral forms.
4. Apply insights gained from theoretical study to a phenomenological investigation into embodied learning.
This course will explore:
- Classical philosophies of the body and education
- Continental theories of the discursively inscribed body and the challenge of new materialisms
- Non-European perspectives on the body and transformation (including Indigenous perspectives)
- Contemporary perspectives on embodiment, affect, memory and cognition
- Perspectives on embodied learning in a range of social, cultural and education domains
- Phenomenological investigation of embodied learning in an area of interest (ie. dance, martial arts, yoga, etc.)
Essay: Written Essay
Presentation: Oral Presentation
Journal: Learning Journal
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.