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Multisensory Emplaced Learning: Resituating situated learning in a moving world
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för samhällsanalys (CESAM).ORCID-id: 0000-0003-1870-683X
Stockholm University, Sweden.
Department of Social Sciences, Loughborough University, Loughborough, UK.
2013 (Engelska)Ingår i: Mind, culture and activity, ISSN 1074-9039, E-ISSN 1532-7884, Vol. 20, nr 2, s. 170-183Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article outlines the implications of a theory of "sensory- emplaced learning" for understanding the interrelationships between the embodied and environmental in learning processes. Understanding learning as multisensory and contingent within everyday place-events, this framework analytically describes how people establish themselves as "situated learners." This approach is demonstrated through three examples of how culturally constructed sensory categories offer routes to knowing about the multisensoriality of learning experiences. This approach, we suggest, offers new routes within practice-oriented educational theories for understanding how human bodies become situated and embedded in cultural, social, and material practices within constantly shifting place-events. © 2013 Regents of the University of California on behalf of the Laboratory of Comparative Human Cognition.

Ort, förlag, år, upplaga, sidor
Philadelphia, PA: Routledge, 2013. Vol. 20, nr 2, s. 170-183
Nyckelord [en]
senses, emplacement, embodiment, place-event, situated learning, knowing, practice, sensory ethnography
Nationell ämneskategori
Pedagogik
Identifikatorer
URN: urn:nbn:se:hh:diva-21153DOI: 10.1080/10749039.2012.719991ISI: 000316078300004Scopus ID: 2-s2.0-84875916513OAI: oai:DiVA.org:hh-21153DiVA, id: diva2:588767
Tillgänglig från: 2013-01-15 Skapad: 2013-01-15 Senast uppdaterad: 2017-12-06Bibliografiskt granskad

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