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Title: Reading movement : towards an embodied understanding of pedagogy
Author: Codina , Geraldene
Awarding Body: University of Winchester
Current Institution: University of Winchester
Date of Award: 2015
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In recent years new understandings of the body, not drawn from a Cartesian perspective of mind—body separation, have emerged. In the context of schooling however, the body has continued to remain largely overlooked as a means for learning. Drawing on the writings of Merleau-Ponty, Ricoeur and others, this thesis presents an embodied understanding of being in the world, and communicable nature of human action. Taking account of embodied understanding within an educational context has many implications for schooling, concerning both learning and teaching. Here I present an understanding and interpretation of ‘reading’ movement as a way of developing a pedagogy with an embodied understanding, linked to inclusion. Set up as a co-operative inquiry, this research was conducted with student teachers as co-researches. Over an eighteen month period collectively the student teachers and I taught approximately seventy five sessions in school, which actively engaged the body as a way of teaching mathematical pattern. During this time, we applied co-operative hermeneutic phenomenology as a methodological frame for turning away from our average everydayness, orientating to the phenomenon of embodiment, and interpreting our experiences teaching with an embodied understanding. Drawing from our interpretations of experience, the thesis presents a critical analysis of those embodied understandings in an Initial Teacher Education context. Analysis in the concluding chapter concerns the use of co-operative hermeneutic phenomenology in Initial Teacher Education, and my own interpretations of our interpretations ‘reading’ movement.
Supervisor: Egan, Bridget ; Daniel, Alistair ; Goodman, Joyce Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available