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Session Type: Symposium
While research on embodiment foregrounds the ways bodies engage with tools and others to deepen learning, less attention has been given to the political and relational dimensions of bodies-in-place. Similarly, while critical pedagogies of place take a more overtly political stance and advance vital critiques of place as ideologically neutral or benign, less attention has been given to learning practices across formal and informal environments. To address these gaps, each of the papers articulates how critical perspectives on the body-in-place may fruitfully deepen empirical analysis of learning. Presenting video data from four studies, we raise theoretical questions about the role of the body-in-place in learning, and methodological questions about how to account for the historicized body within research on learning.
Lamination as a Methodological Tool for Seeing the Layered Relationships Between Bodies, Land, and History - Ananda Maria Marin, University of California - Los Angeles
Recognizing Strategies of Color-Blind Racism: Remaking Place to Make Racial Hierarchies in Interaction - Thomas M. Philip, University of California - Los Angeles
A Praxis of Perception: Embodied Learning and Relationality in an After-School Tinkering Program - Shirin Vossoughi, Northwestern University