Bodies and Professional Practices

Hopwood, N

Bodies and Professional Practices

Hopwood, N

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Publisher:: Springer International Publishing
Publication Type:: Chapter
Citation:: Professional and Practice-based Learning, 2016, 15, pp. 209-240
Issue Date:: 2016-01-01

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Field	Value	Language
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834
dc.date.accessioned	2020-07-13T06:00:43Z
dc.date.available	2020-07-13T06:00:43Z
dc.date.issued	2016-01-01
dc.identifier.citation	Professional and Practice-based Learning, 2016, 15, pp. 209-240
dc.identifier.isbn	9783319261621
dc.identifier.uri	http://hdl.handle.net/10453/141767
dc.description.abstract	© 2016, Springer International Publishing Switzerland. This chapter continues the exploration of four essential dimensions of professional practices and learning, now focusing on bodies. Concepts from Chap. 3 are brought into entangled relations with ethnographic data, enriching a Gherardian notion of connectedness in action by focusing on the body work involved in producing, maintain, repairing, restoring and modifying textures of practice. Drawing on Schatzki, Grosz and others, the body is not seen as a fixed or stable entity, but rather one that is both done (performed) and doing (performing). The chapter joins a growing literature that redresses both the absence of bodies in accounts of professional work, and rejects Cartesian mind/body dualism: body work is presented as a knowing endeavour. The discussed picks where Chap. 5 left off, by exploring body geometries in the everyday practices of the Residential Unit of Karitane. The focus then shifts to embodied practices of attuning to sounds and other bodies, as well as through assemblages of senses. The body work of partnership is highlighted through attention to the face, voice, posture and movement. Professional bodies in practice transgress the boundaries of the skin. Notions of cyborgs form the focus of the final section and take us into the material territory of Chap. 8. The chapter shows how bodies and body work are crucial to the accomplishment of the ends of professional practice—in this case building resilience in families through partnership, and facilitating parents’ learning.
dc.language	en
dc.publisher	Springer International Publishing
dc.relation.ispartof	Professional and Practice-based Learning
dc.relation.isbasedon	10.1007/978-3-319-26164-5_7
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Bodies and Professional Practices
dc.type	Chapter
utslib.citation.volume	15
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
dc.date.updated	2020-07-13T06:00:38Z
pubs.publication-status	Published
pubs.volume	15

Abstract:

© 2016, Springer International Publishing Switzerland. This chapter continues the exploration of four essential dimensions of professional practices and learning, now focusing on bodies. Concepts from Chap. 3 are brought into entangled relations with ethnographic data, enriching a Gherardian notion of connectedness in action by focusing on the body work involved in producing, maintain, repairing, restoring and modifying textures of practice. Drawing on Schatzki, Grosz and others, the body is not seen as a fixed or stable entity, but rather one that is both done (performed) and doing (performing). The chapter joins a growing literature that redresses both the absence of bodies in accounts of professional work, and rejects Cartesian mind/body dualism: body work is presented as a knowing endeavour. The discussed picks where Chap. 5 left off, by exploring body geometries in the everyday practices of the Residential Unit of Karitane. The focus then shifts to embodied practices of attuning to sounds and other bodies, as well as through assemblages of senses. The body work of partnership is highlighted through attention to the face, voice, posture and movement. Professional bodies in practice transgress the boundaries of the skin. Notions of cyborgs form the focus of the final section and take us into the material territory of Chap. 8. The chapter shows how bodies and body work are crucial to the accomplishment of the ends of professional practice—in this case building resilience in families through partnership, and facilitating parents’ learning.

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http://hdl.handle.net/10453/141767