Metamorphosing Pedagogical Practice Through Autophenomenological Attunements and Embodied Encounters

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Performing the Word in the World (Table 3)

Abstract

This paper explores the experiences of the co-authors engaging with the question: What are our autophenomenological reflexive embodied attunements engaging with listening and slowing down? Using the autophenomenological process (Author 1, 2016, 2022) to structure this inquiry, the authors reflect on how nature, breath, and movement are themes that reach across both of their embodied engagements, helping them to understand how radical listening and awareness are internal resources that foster encounters of affect (Massumi, 2015). Findings from this process offer pedagogical and research potentialities for radical listening as an embodied methodology. Future research involving Listening Hour sessions with an Indigenous elder and pre-service teacher students at a Canadian University are planned, and a framework for an in-class activity are proposed.

Authors

• Traci Klein, McGill University

• Mindy Roberta Carter, McGill University