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Multisensory Emplaced Learning: Resituating situated learning in a moving world
Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).ORCID iD: 0000-0003-1870-683X
Stockholm University, Sweden.
Department of Social Sciences, Loughborough University, Loughborough, UK.
2013 (English)In: Mind, culture and activity, ISSN 1074-9039, E-ISSN 1532-7884, Vol. 20, no 2, 170-183 p.Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Philadelphia, PA: Routledge, 2013. Vol. 20, no 2, 170-183 p.
Keyword [en]
senses, emplacement, embodiment, place-event, situated learning, knowing, practice, sensory ethnography
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hh:diva-21153DOI: 10.1080/10749039.2012.719991ISI: 000316078300004Scopus ID: 2-s2.0-84875916513OAI: oai:DiVA.org:hh-21153DiVA: diva2:588767
Available from: 2013-01-15 Created: 2013-01-15 Last updated: 2015-02-19Bibliographically approved

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Citation style
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