Relevant bibliographies by topics / Embodied practices

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Embodied practices'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Embodied practices"

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Fletcher, Ruth. "Embodied Practices." Feminist Legal Studies 17, no. 3 (October 21, 2009): 315–18. http://dx.doi.org/10.1007/s10691-009-9138-1.

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Olsson, Michael, Annemaree Lloyd, Christopher Lueg, and Pamela McKenzie. "Embodied information practices." Proceedings of the Association for Information Science and Technology 55, no. 1 (January 2018): 716–18. http://dx.doi.org/10.1002/pra2.2018.14505501090.

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Christensen-Strynø, Maria Bee, and Camilla Bruun Eriksen. "Embodied practices of prosthesis." Kvinder, Køn & Forskning, no. 2 (July 1, 2021): 40–53. http://dx.doi.org/10.7146/kkf.v31i2.127874.

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While the prosthesis is often thought of as a technology or an artefact used to ‘fix’ or make ‘whole’ a disabled body, it has also become an important figuration and metaphor for thinking about disabled embodiment as an emblematic manifestation of bodily difference and mobility. Furthermore, the ambiguity and broadness of prosthesis as an object and a concept, as well as its potential as a theoretical and analytical thinking tool, show up in widely different areas of popular culture, art and academic scholarship. In this article, we explore the opportunities of the ways in which prosthesis might be a helpful and productive fi gure in relation to framing, analyzing and understanding certain healthcare-related practices that are not traditionally associated with disability. Our aim is to suggest new ways of building onto the idea of the performative value of the prosthetic fi gure and its logics as a continuum through which very different forms of embodied practices could be meaningfully understood and analyzed. Thus, we argue that the logic of the prosthesis can be helpful in uncovering tensions related to idealistic and dominant ideas about health and embodiment. First, we engage with the theoretical discussions from cultural studies, including critical disability studies, in which we broaden the scope of the concept of prosthesis. Second, we introduce and discuss two illustrative case examples in the form of dance therapeutic practices for people with Parkinson’s disease and group therapeutic practices in male-friendly spaces. In doing so, we seek to raise new questions about the ongoing cultivation of bodily and health-related interventions through the lens of the prosthetic spectrum, which we have labelled embodied practices of prosthesis.
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Suchman, Lucy. "Embodied Practices of Engineering Work." Mind, Culture, and Activity 7, no. 1-2 (January 1, 2000): 4–18. http://dx.doi.org/10.1080/10749039.2000.9677645.

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Suchman, Lucy. "Embodied Practices of Engineering Work." Mind, Culture, and Activity 7, no. 1 (May 1, 2000): 4–18. http://dx.doi.org/10.1207/s15327884mca0701&2_02.

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Robert, Julie. "Practices and rationales of embodied philanthropy." International Journal of Nonprofit and Voluntary Sector Marketing 23, no. 3 (September 24, 2017): e1595. http://dx.doi.org/10.1002/nvsm.1595.

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Mudde, Anna. "Embodied Disagreements." PhaenEx 9, no. 2 (December 3, 2014): 99–111. http://dx.doi.org/10.22329/p.v9i2.4276.

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In this paper, I suggest that embodied metaphysical experience underlies many of our everyday judgements, which are expressed in our bodily comportments and actions, through which disagreements in our ontological experiences are highlighted. I propose attending to such concrete, situated disagreements as a way of challenging the tradition of metaphysics as an enterprise of objective and universal theory, and as a way of promoting feminist, anti-racist, and queer practices of responsibility.
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Rodriguez Carreon, Vivianna, and Penny Vozniak. "Embodied Experiential Learning." Journal of Awareness-Based Systems Change 1, no. 2 (November 30, 2021): 31–50. http://dx.doi.org/10.47061/jabsc.v1i2.1179.

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This paper presents a craft in experiential teaching and an experiment in embodied learning for peacebuilders and change-makers. The theories, practices and experiments are part of the postgraduate course in Peace of Mind. The intention is to invite the reader to see experiential learning and awareness-based practices as a tool that enables a possibility to evolve our humanness. Interdisciplinary abstract methodologies from Indigenous and phenomenological philosophies support the argument that granular and qualitative knowledge emerges through the embodiment of human expression. It addresses the concept of fragmentation of the self, the importance to pause to give voice to knowledge that words cannot convey. Through the arts, the paper shows non-linear forms of communication with visual experiments. The purpose of this collaborative work is in the craft, in the process, and beyond the authorship.
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Pierre, Beaudelaine, Naimah Petigny, Richa Nagar, and Sima Shakhsari. "Performing Embodied Translations." Commoning Ethnography 2, no. 1 (December 19, 2019): 113. http://dx.doi.org/10.26686/ce.v2i1.5665.

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This performance and transcript emerge from a collaborative journey that grapples with what it might mean to agitate dominant pedagogical and methodological conventions of Eurocentric Angophone academia. Together, we perform an argument and a search: for multiple entry points into decolonizing feminisms; for multiple modes of knowing and being that can interrupt and challenge the epistemes that are rooted in thoughts and practices of colonialism and coloniality; for interrogating the dominant politics of citation that often operate in academic practices in disembodied ways. We search for a politics of knowing that is firmly rooted in relationalities where power and authority can be shared across uneven and unequal locations and languages. We invite you to step into the spaces that we have started imagining here and push all of our collective conversations and imaginations further, beyond the silos that cage us in our disciplined modes of thinking, writing, arguing, and dreaming.
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Bolldén, Karin. "Teachers' embodied presence in online teaching practices." Studies in Continuing Education 38, no. 1 (December 15, 2014): 1–15. http://dx.doi.org/10.1080/0158037x.2014.988701.

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Dissertations / Theses on the topic "Embodied practices"

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Irving, Chauntee. "CLASS/ACT EMBODIED PRACTICES FOR PERFORMATIVE PEDAGOGY." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5881.

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Class/Act: Embodied Practices for Performative Pedagogy is a personal and practical exploration of embodiment’s role in higher education acting pedagogy. In my thesis, I propose that embodied acting practices rooted in phenomenology and corporeal dramaturgy surpass conventional acting curricula. Embodied training is often confused with movement curricula and is regularly considered a shallow and/or unintelligent means to approaching acting work. However, I will argue the efficiency and effectiveness of embodied teaching techniques in four parts. Part One: Seeing is a retrospective of how my personal experiences outside of the classroom have drawn me toward embodied aesthetics. Part Two: Knowing unveils my research of embodiment, its origins, and its impact on theatrical disciplines. Part Three: Being/Doing is an in-depth look into diverse schools of acting and how they fall short of fully embracing embodied practices. Part Four: Becoming is an introduction to my creation of an embodied business approach for actors called Professional Embodied Preparation (PEP) and continues the discussion of embodiment’s transformative influence and integration into the higher education curricula. Throughout the thesis, I hope to prove that embodied acting pedagogy is an essential tool for providing greater efficiency, proficiency, and auto-didacity for the pre-professional actor in the academic classroom and beyond.
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Haynes, Rachael Anne. "Embodied vulnerabilities : responding to violent encounters through installation practices." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/27663/1/Rachael_Haynes_Thesis.pdf.

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This practice-led research was initiated in response to a series of violent encounters that occurred between my fragile installations and viewers. The central focus of this study was to recuperate my installation practice in the wake of such events. This led to the development of a ‘responsive practice’ methodology, which reframed the installation process through an ethical lens developed from Emmanuel Levinas’ ethical phenomenology. The central propositions of this research are the reconceptualisation of ‘violent encounters’ in terms of difference whereby I accept viewers responses, even those which are violent, destructive or damaging, and secondly that the process operates as a generative excess for practice through which recuperative strategies can be found and implemented. By re-examining this process as it unfolded in the three phases of the practical component, I developed strategies whereby violated, destroyed or damaged works could be recuperated through the processes of reconfiguration, reparation and regeneration. Therefore my installations embody and articulate vulnerability but also demonstrate resilience and renewal.
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Haynes, Rachael Anne. "Embodied vulnerabilities : responding to violent encounters through installation practices." Queensland University of Technology, 2009. http://eprints.qut.edu.au/27663/.

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This practice-led research was initiated in response to a series of violent encounters that occurred between my fragile installations and viewers. The central focus of this study was to recuperate my installation practice in the wake of such events. This led to the development of a ‘responsive practice’ methodology, which reframed the installation process through an ethical lens developed from Emmanuel Levinas’ ethical phenomenology. The central propositions of this research are the reconceptualisation of ‘violent encounters’ in terms of difference whereby I accept viewers responses, even those which are violent, destructive or damaging, and secondly that the process operates as a generative excess for practice through which recuperative strategies can be found and implemented. By re-examining this process as it unfolded in the three phases of the practical component, I developed strategies whereby violated, destroyed or damaged works could be recuperated through the processes of reconfiguration, reparation and regeneration. Therefore my installations embody and articulate vulnerability but also demonstrate resilience and renewal.
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Niemelä, M. (Maarit). "Resonance in storytelling:verbal, prosodic and embodied practices of stance taking." Doctoral thesis, Oulun yliopisto, 2011. http://urn.fi/urn:isbn:9789514294174.

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Abstract This study examines stories as they appear in everyday conversation, focusing on the high degree of parallelism observed in them. Such parallelism is shown to be a vehicle of stance taking in interaction. Stance taking is here viewed as a highly intersubjective and interactive, public, multi-layered activity, which involves words, linguistic structures, voices, the body and the surrounding environment, and is embedded in the sequential organisation of social interaction. Stance taking involves various types of resonance between two interaction participants and also between the interactional turns of one participant. The concept of resonance is treated as the process of activating affinity across dialogic turns of talk within a telling or a series of tellings. The present study uses both audio and video recordings of naturally-occuring everyday interactions as data. The study first shows that voiced direct reported speech (DRS) utterances displaying a shared stance are an appropriate response to prior voiced DRS utterances and that a sequence of subsequent resonant voiced DRS utterances is an orderly phenomenon in interaction and a sequentially relevant practice of stance taking. Secondly, the study explicates the way in which participants use resonant words, structures, voicing and embodiment, and implicate the surrounding environment in constructing a reporting space. The reporting space enables and invites active participation in the form of multimodal enactments from all the participants of the telling event to the overall stance-taking activity within the storytelling sequence. Thirdly, the study details the use of resonating formal storytelling elements functioning as a resource for stance taking, e.g. the preface of a second telling by second tellers ties back to the preface and the high point of a prior telling. Finally, the study examines the way in which multiple actions, such as troubles telling, delivering news, giving an explanation and requesting advice, are accomplished via repeated tellings of a story in different interactional contexts. Similar structural units of such tellings resonate in form, whereas some lexico-syntactic details of these units vary according to the social actions that are being accomplished via the tellings, according to the engagement of the recipient in the telling and to the physical circumstances of the telling
Tiivistelmä Tutkimus tarkastelee arkikertomuksissa ilmeneviä parallellismin muotoja ja sitä miten nämä rakentavat vuorovaikutuksellista asennoitumistoimintaa. Asennoituminen nähdään monisäikeisenä intersubjektiivisena ja interaktiivisena toimintana, joka rakentuu puhujien sanojen, kielellisten rakenteiden, äänen ja kehon keinoin. Samanaikaisesti se rakentuu vuorovaikutuksen sosiaalisten toimintojen ja niiden sekventiaalisen järjestyksen tuloksena. Asennoitumistoimintaa ilmentää eriasteinen resonanssi pääasiassa eri puhujien mutta myös yhden puhujan eri vuorojen välillä: Puhujan resonoiva vuoro sitoo sen edellisen arkikertomuksen tai arkikertomussarjan vuoroihin aktivoiden näin yhtäläisyyden vuorojen välillä. Ilmiöitä tarkastellaan vuorovaikutuslingvistiikan ja keskustelunanalyysin menetelmin. Tutkimuksen aineisto koostuu englannin- ja suomenkielisistä äänitetyistä ja videoiduista arkikeskusteluista. Tutkimus osoittaa, että kertomistapahtumaan osallistuvat puhujat tuottavat kertomusten huippukohdissa kohosteisia referointivuoroja vastauksina aiempien kertojien kohosteisiin referointivuoroihin. Puhujat ilmaisevat tällä tavalla asennoitumistaan yhtäältä kerronnan sisältöön ja toisaalta edeltävien vuorojen ilmentämään asennoitumistoimintaan. Tutkimuksessa kartoitetaan myös sitä, miten puhujat rakentavat asennoitumista sanojen, kielellisten rakenteiden, prosodian ja kehollisten keinojen avulla. Kertomusten huippukohdissa puhujat referoivat roolihenkilöitä puheen lisäksi myös kehollisin keinoin, mitä tutkimuksessa kutsutaan roolissa toimimiseksi. Vastaanottajat voivat vastata asettumalla itsekin rooliin. He osoittavat ymmärtävänsä kertojan näkökulman tuottamalla kertomuksen sisältöön ja kertojan ilmentämiin asenteisiin sopivia samanlinjaisia lisävuoroja. Edelleen tutkimus kuvailee nk. toisen kertomuksen kielellisiä, prosodisia ja kehollisia elementtejä, jotka resonoivat edeltävän kertomuksen vuorojen elementtien kanssa ja joiden avulla asennoitumistoiminta rakentuu. Kertojat viittaavat toisen kertomuksen vuoroillaan edellisen kertomuksen vuoroihin aktivoiden yhtäläisyyksiä yhtäältä kyseisten resonoivien vuorojen ja toisaalta edeltävän ja toisen kertomuksen asennoitumistoimintojen välillä. Lisäksi tutkimuksessa tarkastellaan samansisältöisiä peräkkäisiä arkikertomuksia, jotka on tuotettu eri vastaanottajille. Kertoja tuottaa samansisältöisten kertomusten avulla eri toimintoja vastaanottajasta ja vuorovaikutusympäristöstä riippuen. Kertomusten välillä on resonoivia rakenteellisia yhtäläisyyksiä, mutta ne myös poikkeavat toisistaan sosiaalisen toiminnon sekä vastaanottajan sitoutumisen asteen ja ympäröivien olosuhteiden mukaan
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Geyer, Florian [Verfasser]. "Interactive Spaces for Supporting Embodied Collaborative Design Practices / Florian Geyer." Konstanz : Bibliothek der Universität Konstanz, 2013. http://d-nb.info/104706314X/34.

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Geyer, Florian [Verfasser]. "Interactive Spaces for Supporting Embodied Collaborative Design Practices / Florian Geyer." München : Verlag Dr. Hut, 2014. http://d-nb.info/105033194X/34.

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Palacios, Rosario. "Everyday practices in public places : embodied understandings of post-dictatorship Chile." Thesis, London School of Economics and Political Science (University of London), 2008. http://etheses.lse.ac.uk/2016/.

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The thesis explores Chilean people's ways of making sense of their contemporary world in the post-dictatorship period at the level of the everyday. Drawing on the study of practices in two public places in Santiago, Chile, I unravel users' understandings of political, economic and cultural topics. Place is a central element in my approach to practices. My exploration of practices is rooted in a spatial analysis of my study sites, Plaza de Armas and Parque Forestal. I show how the way in which we make sense of the world is not an abstract construct but is based in ordinary experience situated in place. I affirm there is a sense of strangeness and marginality regarding present-day Chile because there is little common ground amongst the increasing diversity of understandings. The group of Chileans under study may have been linked in the past by the common reference of institutions, but now they are more distant from institutional frameworks and more involved with their personal lives in the present. In this light, social segregation is increasing and imagination appears as a constituent feature of Chilean subjectivity in the new times. On the one hand, regarding social segregation, I argue that a new form of social segregation has emerged in post-dictatorship Chile. It is a form that is linked not merely with material inequality, family origins, ethnicity and location within the city, but also with the impossibility of dialogue regarding people's different understandings of Chile's new times. On the other hand, I describe and analyse how individuals' deep, practical engagement with the material and social form of their world allows them to imagine in a way that is rooted within their everyday life. Their material imagination opens a door for new ways of belonging to their world. I argue that people's practices should be taken into account in order to understand the way they make sense of present-day Chile. Individuals' expectations and values are involved in their practices, together with their biographies and everyday social interactions. Hence, 1 disagree with theoretical reflections on Chile's new times or macrostructure analyses that miss the link between socially constructed understandings of Chile and people's everyday living.
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Lloyd, Bethan A. "Embodied, coordinating, and ethical practices, women's frontline work in employability enhancement programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0021/NQ49277.pdf.

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Dryden, Tracy. "Carrying on together : making embodied skills and practices within mental health care visible." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556625.

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Foreword Tracy Dryden was a mental health nurse deeply concerned that the value of nursing practice - and patient care - was being undermined by policies that constrained colleagues to work in a rigid manner. Tracy's doctoral thesis explored in painstaking detail the insecurity which threatens to destabilise mental health nursing expertise and the risks for service users which restrictive and exclusive use of 'evidence-based' resources can incur. In doing so she found a way to trace, make visible and give value to mental health nurses' skills. Her tragic and untimely death means that this work is unfinished. Tracy died only a few months before the expected submission of this thesis, therefore, we as her supervisors have collated the drafts of each chapter and present them here for examination. We have given these drafts only a cursory edit to improve the presentation of her ideas. We have purposely refrained from developing these ideas in any way. There are sections which Tracy had highlighted as requiring development or clarification. These notes to herself, and the accompanying sections of text, we have left unchanged so as to allow the examiners further insight into the level at which Tracy was working. The argument of the thesis may lack the finesse it would have attained in the final revisions, as Tracy worked with the thesis as a whole, but we believe that even as it stands, it is strong and coherent. We would like to see Tracy's work published in the near future, and available to those she writes so passionately and thoughtfully about. We would welcome the examiners thoughts on this matter. Although it is impossible for us to write Tracy's acknowledgements, we know without question that she would have wanted to express her deepest thanks to her family - her children Lee and Owen, and her mum, dad and sister - without whose love, help, unfaltering support and understanding, she could not have even attempted this work. Dawn Goodwin and Maggie Mort Preface I walk into the large open-plan nurses' office at the community mental health resource centre, one week before I am due to return to work as a community mental health nurse (CMHN). It has been three years since I left to take a career break in order to pursue my Ph. D. Lynda, one of my colleagues (who has worked as a CMHN with this team for over ten years) greets me enthusiastically with a smile and asks me if I am returning to work. She then informs me that she is leaving her position shortly. She has secured a place on the Behavioural Therapy IAPT (insert explanation of this) course Cognitive Behavioural Therapy (CBT) training course. This course will enable her to gain a position as a CBT specialist. I ask her whether she will return to the CMHN team. She replies: Don't be silly, Tracy, I am through with all this stuff we receive as nurses. I want to do something that is ... She searches for a word but fails to find the right one. Instead, she holds up her hands as if trying to make the shape of something tangible. She continues: ... And something that I can say what it is that I am doing. It's ridiculous. What on earth have you been doing for the last three years that only brings you back to this? I can't believe you're coming back. There must be something better you want to do! We both laugh. But I am sad: Lynda has always been a valued member of staff within the community mental health nursing team. However, I remember how she, alongside other nursing colleagues used to express frustration and anger inferring that, as nurses they were always given what I often heard described as the 'dirty work'. In one sense it is shameful to describe it this way; clients do not chose to have problems and needs that do not fit into well-defined, 'clean' categories. However, I think that these nurses mean it more in the sense that it is the work that their multi disciplinary mental health colleagues, for example psychologists (who may specialise in art, drama and psychodynamic therapies) and clinicians that specialise in specific therapies (such as, cognitive behavioural or solution focussed approaches), will not accept - the leftovers. These nurses perceive the psychologists and other specialists as taking all the 'clean' and 'tidy' work that can be neatly categorised into their specialist protocols. The untidy work that remains - the clients that are referred to the nursing team - have complex issues that cannot easily be categorised. These clients are often vulnerable, they may be at risk to themselves and others, they sometimes have a history of committing crimes, and many have a number of 'working diagnoses' as opposed to one confirmed diagnosis. That is, a client is thought to be depressed and so the clinician works towards treating this, yet it is questionable as to whether they may have another disorder such as a personality disorder.
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Oxley, David Richard III, and david oxley@rmit edu au. "Role of Prefabricated Modular Housing Systems in Promoting Sustainable Housing Practices." RMIT University. Civil and Chemical Engineering, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070119.150328.

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The use of modular construction systems for residential purposes currently represents a very small proportion of all housing construction. The focus of these systems is on niche markets typified as cheap alternatives, homeowner involvement in construction or adaptations to construction constraints (build time availability, site access, etc.). Governments, regulatory bodies and industrial members are progressively moving towards increased environmentally sustainable practice. This progression is evidenced by the development of design and construction rating tools and the introduction of statutes and regulations governing construction and design. This work investigates the improvement of residential construction practice in terms of environmental sustainability outcomes through the use of modular housing systems. Two key aspects of environmental sustainability identified are embodied energy and material waste reduction. A modular system has been investigated because methods and procedures that directly relate to these two areas are well addressed by such systems. In order to validate the potential of modular systems in this environmental regard, three main areas have been addressed. The first is the ability for modular systems to generate the type of floor plans currently offered by Australian high-volume builders. Second, the environmental improvement potential offered by modular systems is addressed. Lastly are the issues of structural performance and the means of the tailoring of prefabricated modular systems to residential construction standards. Through the treatment of these three areas, potential benefits of modular systems are identified, with future work necessary to implement such benefits highlighted. The need for such improvements is noted, and a framework for evaluating future developments in this area of research is presented.
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Books on the topic "Embodied practices"

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Woodward, Kath. Embodied Sporting Practices. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244658.

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Embodied sporting practices: Regulating and regulatory bodies. New York: Palgrave Macmillan, 2009.

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Woodward, Kath. Embodied sporting practices: Regulating and regulatory bodies. New York: Palgrave Macmillan, 2009.

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Sensing, moving, thinking & writing: Embodied practices for college writers. Dubuque, IA: Kendall Hunt Publishing Company, 2015.

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Stutz, Liv Nilsson. Embodied rituals & ritualized bodies: Tracing ritual practices in late mesolithic burials. Lund, Sweden: Wallin & Dahlholm Boktryckeri AB, 2003.

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Niemela, Maarit. Resonance in storytelling: Verbal, prosodic and embodied practices of stance taking. Oulu: University of Oulu, 2011.

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1945-, Wood John, ed. The virtual embodied: Presence/practice/technology. London: Routledge, 1998.

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D, Jacobs Claus, ed. Crafting strategy: Embodied metaphors in practice. Cambridge: Cambridge University Press, 2011.

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Pedwell, Carolyn. Feminism, culture and embodied practice: The rhetorics of comparison. Abingdon, Oxon: Routledge, 2010.

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Feminism, culture and embodied practice: The rhetorics of comparison. Abingdon, Oxon: Routledge, 2010.

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Book chapters on the topic "Embodied practices"

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Woodward, Kath. "Introduction: Regulating Bodies, Regulatory Bodies." In Embodied Sporting Practices, 1–17. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244658_1.

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Woodward, Kath. "Body Matters." In Embodied Sporting Practices, 18–41. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244658_2.

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Woodward, Kath. "Sport: Bodies at Play?" In Embodied Sporting Practices, 42–70. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244658_3.

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Woodward, Kath. "Equalities and Inequalities: Diversity and Neo-liberal Dilemmas." In Embodied Sporting Practices, 71–97. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244658_4.

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Woodward, Kath. "Embodied Selves: Situated Bodies, Bodies as Situations." In Embodied Sporting Practices, 98–119. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244658_5.

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Woodward, Kath. "Beyond Text: Spectacles, Sensations and Affects." In Embodied Sporting Practices, 120–51. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244658_6.

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Woodward, Kath. "Beyond Bodies." In Embodied Sporting Practices, 152–75. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244658_7.

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Woodward, Kath. "Conclusion." In Embodied Sporting Practices, 176–86. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244658_8.

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Syron, Liza-Mare. "Embodied Knowledge." In Rehearsal Practices of Indigenous Women Theatre Makers, 85–105. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82375-7_4.

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Edelman, Elijah Adiv. "Mapping ideology and embodied practices." In Trans Vitalities, 86–100. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351128025-5.

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Conference papers on the topic "Embodied practices"

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Lewis, Erin, and Vidmina Stasiulyte. "Sound-Based Thinking and Design Practices with Embodied Extensions." In TEI '20: Fourteenth International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3374920.3374970.

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Zheng, Clement, and Michael Nitsche. "Combining Practices in Craft and Design." In TEI '17: Eleventh International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3024969.3024973.

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"Weaving the SDGs – a reflection on quadrangles and embodied practices." In KIOES Opinions. Vienna: Austrian Academy of Sciences Press, 2021. http://dx.doi.org/10.1553/kioesop_011s1.

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Sharkey, Tommy, Robert Twomey, Amy Eguchi, Monica Sweet, and Ying Wu. "Need Finding for an Embodied Coding Platform: Educators’ Practices and Perspectives." In 14th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2022. http://dx.doi.org/10.5220/0011000200003182.

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Broekhuijsen, Mendel, Elise van den Hoven, and Panos Markopoulos. "Design Directions for Media-Supported Collocated Remembering Practices." In TEI '17: Eleventh International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3024969.3024996.

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van Doleweerd, Elzelinde, Ferran Altarriba Bertran, and Miguel Bruns. "Incorporating Shape-Changing Food Materials Into Everyday Culinary Practices." In TEI '22: Sixteenth International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3490149.3501315.

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Genç, Hüseyin Ugur, Hakan Yilmazer, and Aykut Coskun. "KNOBIE: A Design Intervention for Supporting Chefs’ Sustainable Recipe Planning Practices." In TEI '21: Fifteenth International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3430524.3442471.

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Bagalkot, Naveen, Syeda Zainab Akbar, Swati Sharma, Nicola Mackintosh, Deirdre Harrington, Paula Griffiths, Judith Angelitta Noronha, and Nervo Verdezoto. "Embodied Negotiations, Practices and Experiences Interacting with Pregnancy Care Infrastructures in South India." In CHI '22: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3491102.3501950.

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Bradford, Mark. "Stretch the possible: Embodied ideation during a global pandemic with BeWeDō." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.95.

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Since 2016, I have been applying the ‘BeWeDō® framework’ as a new method within the broad rubric of Design Thinking. The unique design practice-orientated research is inspired by the Japanese martial art of Aikidō, and literally creates space to get people moving – physically, mentally and socially – to explore an issue and then take the first steps to move conversation to action with embodied ideation. In structuring co-creative possibilities for embodied ideation, BeWeDō adapts the Aikidō movement exercise of ‘tai no henko’ to get people working in pairs, connecting with each other by the wrist in order to move their bodies (communicating in both the physical and mental sense with the movement of their partner) to more desirable positions. The approach involves communication as a co-operative activity transcending the individual: rather, it is a collective capacity generated in the relationships and interactions among people. Offering your hand, and your partner touching your wrist using tai no henko, is one of the most effective aspects of the BeWeDō experience, providing a compelling multi-sensory experience by which people can dynamically connect and co-create possibilities with movement. This connection and light, non-intrusive physical touch amplifies the communication of ideas, facilitates trust, and creates bonds between people. BeWeDō had garnered international recognition prior to the global pandemic COVID-19 turning the world upside down in January 2020 when, all of a sudden ‘human touch’ could put another person’s health in jeopardy! COVID-19 blurred the line between the physical and virtual spaces forever. While video-calling interfaces such as Zoom have enabled people to positively connect and foster some sense of togetherness during the pandemic in ways that would have been impossible just a few years ago, the downside is that the current experience can also negatively impact on attention, collaboration and creativity. Within this context how could I continue to offer people a psychologically safe physical experience as a practice-orientated process for structuring embodied ideation? In response to the pandemic, I have used a visual ethnography approach to connect my practical, personal, and participatory field experiences. My research employed all the senses to create, perform, and represent knowledge as part of the process of reflecting critically on how the existing BeWeDō experience could evolve and navigate the sensory interdependence of the body-mind-environment in a pandemic context. The findings confirmed that the BeWeDō approach could quickly adapt to offer (1) ‘non-touch’ and (2) 'socially distanced' practices. In addition, one of the more significant findings to emerge from this study is the development of an experimental (3) ‘virtual’ practice launched during the DRS2020 conference. Virtual BeWeDō is a gestural and motion-based interface prototype that coordinate dynamic virtual movement using the BeWeDō approach as a catalyst for making connections – a unique transdisciplinary response enabling people to maintain, advance, and generate on-going digital collaborations now, and post-pandemic.
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Albarrán González, Diana. "Weaving decolonising metaphors: Backstrap loom as design research methodology." In LINK 2022. Tuwhera Open Access, 2022. http://dx.doi.org/10.24135/link2022.v3i1.186.

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Decolonising approaches have challenged conventional Western research creating spaces for Indigenous, culturally-appropriate, and context-based research alternatives. Decolonising design movements have also challenged dominant Anglo-Eurocentric approaches giving visibility to other ways of thinking and doing design(s). Indigenous peoples have considered metaphors as important sense-making tools for knowledge transmission and research across different communities. In these contexts, Indigenous craft-design-arts have been used as metaphorical research methodologies and are valuable sources of knowledge generation, bringing concepts from the unseen to the physical realm manifested through our hands and bodies. In particular, Indigenous women have used the embodied practices of weaving and textile making as research methodology metaphors connecting the mind, body, heart and spirit. Situated in the highlands of Chiapas, this research proposes backstrap loom weaving as a decolonial design research methodology aligned with ancestral knowledge from Mesoamerica. For Mayan Tsotsil and Tseltal peoples, jolobil or backstrap loom weaving is a biocultural knowledge linked to the weaver’s well-being as part of a community and is a medium to reconnect with Indigenous ancestry and heritage. Resisting colonisation, this living textile knowledge and practice involve collective memory, adapting and evolving through changes in time. Mayan textiles reflect culture, identity and worldview captured in the intricate patterns, colours, symbols, and techniques. Jolobil as a novel methodological proposal, interweaves decolonial theory, visual-digital-sensorial ethnography, co-design, textiles as resistance, Mayan cosmovision and collective well-being. Nevertheless, it requires the integration of onto-epistemologies from Abya Yala as fundamental approaches like sentipensar and corazonar. Jolobil embodies the interweaving of ancestral knowledge with creative practice where the symbolism of the components is combined with new research interpretations. In this sense, the threads of the warp (urdimbre) representing patrones sentipensantes findings are woven with the weft (trama) as the embodied reflexivity of sentipensar-corazonando. As the weaver supports the loom around her waist, the cyclical back and forth motion of weaving jolobil functions as analysis and creative exploration through sentirpensar and corazonar creating advanced reflexive textile narratives. The interweaving of embodied metaphors and textiles with sentipensar, corazonar, mind, body, heart and spirit, contribute to the creation of decolonising alternatives to design research towards pluriversality, aligned with ways of being and doing research as Mesoamerican and Indigenous women.
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Reports on the topic "Embodied practices"

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Oosterhof, Pauline. Practical Guides for Participatory Methods: Body Mapping. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/ids.2023.004.

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Body mapping may be useful for practitioners and researchers who want to: Examine and appreciate how emotions, cultural norms or practices relate to (specific parts of) physical bodies, or are embodied; Explore topics that people find difficult to express verbally; Build trust in groups.
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Olson, Eric, and Kelly L. Reddy Best. Transgender and Gender Non-Conforming Individuals and the Negotiation of Identity Development Through Embodied Practices While Traveling: Panopticism and Gendered Surveillance. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8421.

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Nechypurenko, Pavlo P., and Vladimir N. Soloviev. Using ICT as the Tools of Forming the Senior Pupils’ Research Competencies in the Profile Chemistry Learning of Elective Course “Basics of Quantitative Chemical Analysis”. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2659.

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Aims of the study: to substantiate possibilities of the research competencies formation among senior pupils in terms of profile Chemistry learning by means of practical using information and communication technology while accomplishing an elective course “Basics of quantitative chemical analysis”. This research considers the influence of various ICT tools on the formation of individual study and research competencies, in particular the system components of the research competencies among senior pupils in terms of profile Chemistry learning and the methods of their practical applying while accomplishing an elective course “Basics of quantitative chemical analysis”. Object of the study: ICT tools for Chemistry learning. Subject of the study: ICT tools of research competencies formation among senior pupils in terms of profile Chemistry learning. Methods of the study: reviewing and analyzing scientific publications, expert evaluation, summarizing pedagogical experience. Results of the study: the system of research competencies formation among senior pupils is effectively provided by the correct selection of ICT tools and conditions of their applying for the certain research competence formation, which embodies system components. Our research confirms the idea that the most ICT tools are to be leading in the development of research competencies among senior pupils in profile Chemistry learning. They are successfully tested by means of their applying in the process of studying the elective course “Basics of Quantitative Chemical Analysis”. They show the high effectiveness. Our study confirms that virtual chemical laboratories are the most universal and influential tools of forming the research competencies among senior pupils in profile Chemistry learning.
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