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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Official URL: http://dx.doi.org/10.1007/978-3-030-15246-8 |
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 |
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DOI/Identification number: | 10.1007/978-3-030-15246-8 |
Projects: | 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 |
Funders: | [UNSPECIFIED] Society for Research into 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) |
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