Monthly Archives: January 2026

Unit 3 Presentation slides (please note – my plan is to record the presentation and to submit this, rather than the slides, as I don’t tend to stick to them and only use them as a guide.) Unit 3 Reference … Continue reading →

V1 ethical action plan V1 PIS V1 Consent form The second version is very similar to the first, but adds an evaluative questionnaire and recognises that the intervention now takes part in an existing taught session. V2 ethical action plan … Continue reading →

This action research project tested the use of embodied spatial pedagogic tasks as a means of resisting the dominance of language-based exchange within a multilingual MA context. The thoughts below are formed from my initial embodied responses to the workshop … Continue reading →

‘the sessions exposed me to a part of myself that really values the unexpected’ (postcards) ‘Language is something we are very familiar with and at times the responses we go to or use are almost ‘replicas’ or unconscious repetitions of … Continue reading →

Embodied practices, in broad terms, stem from an understanding that the body and mind are not distinct entities, and that thinking/learning is an embodied process (Fraleigh 1996). I began this research practically by reflecting on my own experience of using … Continue reading →

Workshop plan (with notes about things that changed) Workshops slides Workshop images

All references are found in the final post The aim of this project is to use dance-based practice to add to understandings of how embodied pedagogies can support social justice in HE. Since starting this PG Cert, I have taught … Continue reading →

Methodology This project combines reflection on my long-term research/use of embodied pedagogy, literature-based research in the fields of embodied pedagogy, and reflection in action (Schön 1983) with PG students. As the focus is on situated, embodied learning, the work explicitly … Continue reading →