Knowing Spaces: Considering the Body in Pedagogical Relationships

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dc.contributor.author Ritenburg, Heather
dc.date.accessioned 2011-04-18T20:10:43Z
dc.date.available 2011-04-18T20:10:43Z
dc.date.issued 2011-04-02
dc.identifier.uri http://hdl.handle.net/10294/3305
dc.description.abstract What might a teacher’s bodied history mean in or to their teaching? What might that history mean in their relationships with students? This study is an inquiry into the meaning of the teacher’s body in the pedagogy of mid-career dance education teachers. I consider how teachers experience their bodies; and ask how awareness of the social construction of bodies might resonate with teachers’ lived experiences of their bodies. The research is framed by hermeneutic phenomenology and incorporates a post structural Foucauldian genealogy to situate experience as constituted culturally, historically, and institutionally. Feminist concerns inform methodology and method. Arts-based ways of knowing infuse methodology and method. Throughout the research, I consider the arts as modes of inquiry, analysis, interpretation and expression. en_US
dc.language.iso en en_US
dc.publisher University of Regina Graduate Students' Association en_US
dc.relation.ispartofseries Session 4.1 en_US
dc.subject Body en_US
dc.subject Embodiment en_US
dc.subject Dance education en_US
dc.subject Phenomenology en_US
dc.subject Post structuralism en_US
dc.title Knowing Spaces: Considering the Body in Pedagogical Relationships en_US
dc.type Presentation en_US
dc.description.authorstatus Student en_US
dc.description.peerreview yes en_US


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