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Multisensory Emplaced Learning: Resituating Situated Learning in a Moving World
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
2013 (English)In: Mind, culture and activity, ISSN 1074-9039, E-ISSN 1532-7884, Vol. 20, no 2, 170-183 p.Article in journal (Refereed) Published
Abstract [en]

This article outlines the implications of a theory of sensory-emplaced learning for understanding the interrelationships between the embodied and environmental in learning processes. Understanding learning as multisensory and contingent within everyday place-events, this framework analytically describes how people establish themselves as situated learners. This approach is demonstrated through three examples of how culturally constructed sensory categories offer routes to knowing about the multisensoriality of learning experiences. This approach, we suggest, offers new routes within practice-oriented educational theories for understanding how human bodies become situated and embedded in cultural, social, and material practices within constantly shifting place-events.

Place, publisher, year, edition, pages
2013. Vol. 20, no 2, 170-183 p.
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Pedagogy
Identifiers
URN: urn:nbn:se:su:diva-89577DOI: 10.1080/10749039.2012.719991ISI: 000316078300004OAI: oai:DiVA.org:su-89577DiVA: diva2:618902
Note

AuthorCount:3;

Available from: 2013-04-30 Created: 2013-04-29 Last updated: 2017-12-06Bibliographically approved

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