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 list
Adlam, J. (2014) ‘Going spiral? Phenomena of “half-knowledge” in the experiential large group as temporary learning community’, Pedagogy, Culture & Society, 22(1), pp. 157–168. https://doi.org/10.1080/14681366.2013.877200
Ahmed, S. (2012) On Being Included: Racism and Diversity in Institutional Life. Durham, NC: Duke University Press.
Barad, K. (2007) Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press.
Barrett, E. and Bolt, B. (eds.) (2007) Practice as Research: Approaches to Creative Arts Enquiry. London: I.B. Tauris.
Bateson, G. (1972) Steps to an Ecology of Mind. New York: Ballantine Books.
Bondy, E. (2021) ‘Cultivating social justice literacy in education leaders: contemplating bodily and conceptual knowledges’, Teaching in Higher Education: Critical Perspectives, 28(6), pp. 1–15.
Chadwick, R. (2016) ‘Embodied methodologies: Challenges, reflections and strategies’, Qualitative Research, 17(1), pp. 54–74.
Clughen, L. (2024) ‘“Embodiment is the future”: What is embodiment and is it the future paradigm for learning and teaching in higher education?’, Innovations in Education and Teaching International, 61(4), pp. 735–747. https://doi.org/10.1080/14703297.2023.2215226
Connelly, L. and Joseph-Salisbury, R. (2025) ‘Towards an antiracist scholar-activist pedagogy: putting critical pedagogy and scholar-activism in dialogue’, Teaching in Higher Education, 30(7), pp. 1627–1645. https://doi.org/10.1080/13562517.2025.2449649
Freire, P. (1970) Pedagogy of the Oppressed. New York: Continuum.
Gendlin, E. T. (1987) Focusing. Toronto: Bantam Books.
Gutiérrez-Ujaque, D. and Degen, M. (2024) ‘Beyond critical pedagogy of place: sensory-embodied learning through the university campus’, Journal of Geography in Higher Education, 48(4), pp. 537–556. https://doi.org/10.1080/03098265.2023.2267489
Head, N. (2020) ‘A “pedagogy of discomfort”? Experiential learning and conflict analysis in Israel–Palestine’, International Studies Perspectives, 21(1), pp. 78–96. https://doi.org/10.1093/isp/ekz026
Hegna, H. M. and Ørbæk, T. (2024) ‘Traces of embodied teaching and learning: a review of empirical studies in higher education’, Teaching in Higher Education, 29(2), pp. 420–441. https://doi.org/10.1080/13562517.2021.1989582
hooks, b. (1994) Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.
Low, R. (2025) Neurodecolonisation in the Classroom: Roxana Ng and Qigong as Embodied Pedagogy. London: Routledge.
Manning, E. (2009) Relationscapes: Movement, Art, Philosophy. Cambridge, MA: MIT Press.
Mason, J. (2002) Researching Your Own Practice: The Discipline of Noticing. London: Routledge.
Nathan, M. J. (2021) Foundations of Embodied Learning: A Paradigm for Education. London: Routledge. https://doi.org/10.4324/9780429329098
Puig de la Bellacasa, M. (2017) Matters of Care: Speculative Ethics in More Than Human Worlds. Minneapolis and London: University of Minnesota Press.
Schön, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
Timperley, C. (2021) ‘“To read what was never written”: Embracing embodied pedagogies’, in Schick, K. and Timperley, C. (eds.) Subversive Pedagogies. London: Routledge, pp. 147-170. https://doi.org/10.4324/9781003217183-9
Wagner, A. E. and Shahjahan, R. A. (2015) ‘Centering embodied learning in anti-oppressive pedagogy’, Teaching in Higher Education, 20(3), pp. 244–254. https://doi.org/10.1080/13562517.2014.993963
Wolf, L. G., Hyland, S. and O’Neill, G. (2025) ‘Embracing uncertainty: action research and the collaborative development of an assessment for inclusion framework’, Educational Action Research. https://doi.org/10.1080/09650792.2025.2535722
Woods, N. and Karakashian, B. (2024) ‘Moving to learn’, in Teaching and Learning Conference 2024 Abstracts. York: Advance HE. Available at: https://www.advance-he.ac.uk
Yunkaporta, T. (2019) Sand Talk: How Indigenous Thinking Can Save the World. Melbourne: Text Publishing.
Zembylas, M. and Boler, M. (2002) ‘On the spirit of patriotism: Challenges of a “pedagogy of discomfort”’, Teachers College Record, 104(5), pp. 1–27.