Focusing on innovative walking methodologies, this volume challenges the traditional human-centric approach to movement and research. It explores how different forms of walking can influence the research process and the ways in which researchers engage with their subjects. Aimed at scholars and researchers, it offers fresh insights into research methods and education, encouraging a broader understanding of movement's role in academic inquiry.
Curriculum and the Cultural Body extends the discussion of body knowledge by attending to the unspoken questions and practices in education that silence, conceal, and limit bodies. The collection of essays exemplifies a new genre of interdisciplinary writing, drawing on such diverse discourses as curriculum studies; cultural studies; film studies; media and technology studies; feminist theory; queer theory; phenomenology; a/r/tography; and art education. The authors in this edited book explore the multiplicities and complexities of the body in learning and knowing. Each engages with questions that relate the practices of culture to a re-conceptualization of the body in and as curriculum.
Stephanie Springgay considers socially engaged art as a practice of research- creation that germinates a radical pedagogy she calls feltness-a set of intimate practices of creating art based on touch, affect, relationality, love, and responsibility.