Living the Experience of Learning: Embodied Reflexivity as Pedagogical Process

Vettraino, E. and Linds, W. (2018) Living the Experience of Learning: Embodied Reflexivity as Pedagogical Process. South African Theatre Journal, 31 (1). pp. 15-35. ISSN 1013-7548

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As theatre practitioners we constantly 'do', acting, speaking and moving. But where does this 'doing' come from? How might we develop an approach to pedagogy that recognises the primacy of relationships and the braiding of language, and the shifting emotional states that are associated with our behaviour? how do we live and experience these relationships in a way that enables learning processes to occur both for ourselves and those we teach? These are the questions that we explore in this paper, using our experiences and research. We identify how principles based on the Indigenous concept of 4Rs relevance, responsibility, respect and reciprocity) that underpin embodied reflexivity could open up the possibility for new ways of knowing and understanding. We do this through presenting two research projects, one in Canada on using theatre games to explore well-being with Indigenous youth and one in Scotland on story and re-storying using an approach with educational professionals to develop embodied reflexive practice. Embodied reflexive processes as ollective experience become opportunities for complex learning to occur where participants gain potentially transformational insights into practice through their symbiotic interaction with others.

Item Type: Article
Additional Information: © 2018 Taylor & Francis. This is an author produced version of a paper subsequently published in South African Theatre Journal. Uploaded in accordance with the publisher's self-archiving policy.
Divisions: School of Humanities
Depositing User: Dr Elinor Vettraino
Date Deposited: 12 Mar 2018 11:40
Last Modified: 21 Oct 2020 10:52

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