På Spissen/Dance Articulated

På Spissen/Dance Articulated digital publications include peer-reviewed research articles and selected reviews and other not peer-reviewed articles.

På Spissen/Dance Articulated aims at increasing the publications opportunities for researchers on a broad Nordic and international dance field, stimulating to the sharing of such research and contributing to new networks and new readers of dance research.

CALL FOR ARTICLES

På Spissen / Dance Articulated invites research article submissions for open access, peer-reviewed publication in 2019, with the special topic:

BODILY LEARNING

Editors: Tone Pernille Østern and Gunn Engelsrud

 Submission deadline: August 15, 2018.

Guidelines: http://ps.noda.no/index.php/ps/about/submissions#authorGuidelines

Submit articles to: tone.pernille.ostern@ntnu.no 

Article submissions in English, Norwegian, Swedish or Danish are welcome.

 

This special topic is motivated by an interest in the body’s involvement in learning processes. The context is the increased attention the body is given in learning processes and discussions within fields such as embodied cognition, body phenomenology and arts education. However, bodily learning, as well as theoretical perspectives on the body’s importance for learning, have not yet had major impact in central learning contexts like compulsory school, teacher education and other higher education. These educational institutions still seem to predominantly organise their teaching activities based in cognitive learning theory, where activities like reflection, meta-reflection, memorizing and repetition mainly through verbal and written tasks, dominate. These and other learning strategies still also involve the body, which needs to be thematised, investigated and theorised. Bodily learning includes the understanding that learning happens in the human body and between humans (and non-humans) in social as well as spatial realities. Bodily learning takes place through action and visible movements, as well as in micro movements, affects and intensities deep inside and between bodies. How the body is involved in learning needs specification in  different contexts and subjects – for example, in dance, craft, mathematics, skiing or communication.

In other words, bodily learning challenges cognitive learning theory. With this special topic, we invite article submissions which critically and creatively discuss, define and give examples of bodily learning, in different subjects and different contexts. Possible themes can be, but are not limited to:

- To articulate understandings of bodily learning from different perspectives

- To critically investigate how bodily learning challenges learning theory as field

- What bodily learning can mean from different subject fields like arts, physical education, languages, vocational subjects, social sciences, natural sciences or other fields

- Development projects in learning contexts that are based on, and/or seek to contribute to (knowledge about) bodily learning

- Discourse critical studies on how the body, or bodily learning, is presented/lacks presentation in different educational policy texts

- Student active studies – what does learning based in bodily learning, or lack of bodily learning, mean for students’ experiences of meaning making and development?

- Studies focused on how teaching is bodily oriented – how is the teacher’s practical-pedagogical knowledge bodily experienced and practiced?

- Studies focused on school management – how influential are the school management’s views on, or lack of views on, bodily learning?