The body in professional practice, learning and education: a question of corporeality?

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The body in professional practice, learning and education: body/practice, 2015, 11, pp. 15-33
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© 2015, Springer International Publishing Switzerland. This chapter provides a detailed theoretical account of what it might mean to theorise professional practice, learning and education in a way that brings bodies to the fore. Taking up notions of corporeality and bodyness as central themes, it develops a conceptual thesis located within broader ontological shifts in the basis for understanding society, as well as more specific phenomena such as education and practice in particular professions. Drawing on the practice theory and philosophy and in particular the work of Theodore Schatzki, the chapter examines how bodies can be conceptualized outside individualist and rationalist frameworks. Mind, body and action are brought into different connection with each other. Schatzki’s approach, centred on being a body, having a body, and the instrumental body, is discussed. Making reference to issues relating to professional practice, learning and education. The argument then develops through a consideration of knowledge, the body and performance, in which non-representational theoretical foundations are emphasised. The chapter concludes by presenting a novel and distinctive framework for understanding the body in practice theoretical terms: body as background, body as resource, and body as metaphor.
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