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

Green, B; Hopwood, N

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

Green, B Hopwood, N

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Publisher:: Springer
Publication Type:: Chapter
Citation:: The body in professional practice, learning and education: body/practice, 2015, 11, pp. 15-33
Issue Date:: 2015

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Field	Value	Language
dc.contributor.author	Green, B
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834
dc.contributor.editor	Green, B
dc.contributor.editor	Hopwood, N https://orcid.org/0000-0003-2149-5834
dc.date.accessioned	2020-07-13T06:02:14Z
dc.date.available	2020-07-13T06:02:14Z
dc.date.issued	2015
dc.identifier.citation	The body in professional practice, learning and education: body/practice, 2015, 11, pp. 15-33
dc.identifier.isbn	978-3-319-00139-5
dc.identifier.uri	http://hdl.handle.net/10453/141769
dc.description.abstract	© 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.
dc.format.extent	15
dc.language	en
dc.publisher	Springer
dc.relation	University of Technology SydneyUTSCPDRF10
dc.relation.ispartof	The body in professional practice, learning and education: body/practice
dc.relation.isbasedon	10.1007/978-3-319-00140-1
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	The body in professional practice, learning and education: a question of corporeality?
dc.type	Chapter
utslib.citation.volume	11
utslib.for	1303 Specialist Studies in Education
utslib.for	1302 Curriculum and Pedagogy
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	*
pubs.consider-herdc	true
dc.date.updated	2020-07-13T06:02:09Z
pubs.place-of-publication	London
pubs.publication-status	Published
pubs.volume	11
dc.location	London

Abstract:

© 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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http://hdl.handle.net/10453/141769