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An Embodied Approach in a Cognitive Discipline

Leigh, Jennifer (2019) An Embodied Approach in a Cognitive Discipline. In: Breeze, M. and Taylor, Y. and Costa, C., eds. Time and Space in the Neoliberal University: Futures and Fractures in Higher Education. Palgrave Macmillan. ISBN 978-3-030-15246-8. E-ISBN 978-3-030-15246-8. (doi:10.1007/978-3-030-15246-8) (KAR id:69913)

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Abstract

Academia can be an uncomfortable place to work. Academics are examples of professionals who have multiple stresses and pressures. Being an academic is often a fundamental part of someone’s identity. Academia can be a cerebral, critical, competitive and judgmental environment. This chapter draws from a study using creative research methods with academics who self-identified as having an embodied practice. There are different definitions of embodiment. I use embodiment to mean both a state of being and a process of learning about the self, and so embodied practices are ways of bringing conscious self-awareness to and about the body. The academics reflected on the meanings they attributed to these embodied practices, tensions with their embodied identity, and how they used them to impact on their wellbeing.

Item Type: Book section
DOI/Identification number: 10.1007/978-3-030-15246-8
Projects: [UNSPECIFIED] Exploring embodied academic identity
Uncontrolled keywords: embodiment; wellbeing; critical; phenomeological; academic work; practice
Subjects: H Social Sciences
L Education
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Jennifer Leigh
Date Deposited: 04 Nov 2018 10:02 UTC
Last Modified: 12 Jun 2021 23:00 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/69913 (The current URI for this page, for reference purposes)
Leigh, Jennifer: https://orcid.org/0000-0002-3672-1462
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