scholarly journals Embodied Knowledge of/with the place. Review of the book: Placemaking, A New Materialist Theory of Pedagogy (Page, Tara, 2020)

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Shiva Zarabadi
Keyword(s):  
Embodied Knowledge ◽  
Materialist Theory

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Action Recipes: Paper Cooking for Embodied Recipes

APRIA Journal ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 49-55
Author(s):  
Paris Selinas ◽  
Mark Selby
Keyword(s):  
Embodied Knowledge ◽  
Future Directions ◽  
Design Workshop

This contribution describes the motivation for 'Paper Cooking,' a design workshop that took place during the Food Friction conference. We reflect on its outcomes, with a view to future directions for work by creating 'Action Recipes,' a video repository that presents people's favourite cooking actions. The repository aims to draw attention to unrecognised aspects of embodied knowledge.

Confronting Positionality

Journal ◽  
1969 ◽  
Vol 2 (1) ◽  
Author(s):  
Judith Okely
Keyword(s):  
Teaching And Learning ◽  
Educational Experiences ◽  
Embodied Knowledge ◽  
Engaged Learning ◽  
Time And Space ◽  
Subjective Knowledge ◽  
The Individual ◽  
Participant Observer

Drawing on a multiplicity of learning, teaching and educational experiences, I argue that understanding positionality, or the specificity of each individual, triggers necessary unlearning. Confronting hitherto hidden, subjective knowledge may be the means to recognize grounded learning as ethnocentric and time and space specific. The individual may learn positionality through unexpected contrast, especially through anthropology. The anthropologist is the participant observer, analyst and writer - no managerial delegator, but directly engaged. Learning through engaged action, anthropologists unlearn what they have consciously and unconsciously absorbed from infancy. New embodied knowledge is often gained through making mistakes in other unknown contexts, thus fostering unlearning. This article explores the above themes through an autobiographical account of experiences of both teaching and learning.

scholarly journals Mary Shelley’s Frankenstein, the Guillotine, and Modern Ontological Anxiety

Text Matters ◽  
2016 ◽  
pp. 35-52 ◽  
Author(s):  
Kristen Lacefield
Keyword(s):  
Twentieth Century ◽  
French Revolution ◽  
Technological Innovation ◽  
Romantic Period ◽  
Ontological Categories ◽  
Materialist Theory ◽  
The French Revolution

This essay begins by examining the rhetorical significance of the guillotine, an important symbol during the Romantic Period. Lacefield argues that the guillotine symbolized a range of modern ontological juxtapositions and antinomies during the period. Moreover, she argues that the guillotine influenced Mary Shelley’s novel Frankenstein through Giovanni Aldini, a scientist who experimented on guillotined corpses during the French Revolution and inspired Shelley’s characterization of Victor Frankenstein. Given the importance of the guillotine as a powerful metaphor for anxieties emergent during this period, Lacefield employs it as a clue signaling a labyrinth of modern meanings embedded in Shelley’s novel, as well as the films they anticipated. In particular, Lacefield analyzes the significance of the guillotine slice itself—the uneasy, indeterminate line that simultaneously separates and joins categories such as life/death, mind/body, spirit/matter, and nature/technology. Lacefield’s interdisciplinary analysis analyzes motifs of decapitation/dismemberment in Frankenstein and then moves into a discussion of the novel’s exploration of the ontological categories specified above. For example, Frankenstein’s Creature, as a kind of cyborg, exists on the contested theoretical “slice” within a number of antinomies: nature/tech, human/inhuman (alive/dead), matter/spirit, etc. These are interesting juxtapositions that point to tensions within each set of categories, and Lacefield discusses the relevance of such dichotomies for questions of modernity posed by materialist theory and technological innovation. Additionally, she incorporates a discussion of films that fuse Shelley’s themes with appeals to twentieth-century and post-millennium audiences.

Making the unfamiliar personal: arts-based ethnographies as public-engaged ethnographies

2013 ◽  
Vol 13 (4) ◽  
pp. 402-413 ◽  
Author(s):  
Lydia N Degarrod
Keyword(s):  
Social Justice ◽  
Embodied Knowledge ◽  
Art Making ◽  
The Public ◽  
New Thinking ◽  
Public Exhibition ◽  
Forms Of Knowledge

I present the installation Geographies of the Imagination, an arts-based ethnography about long-term exile, as a form of public ethnography that unveils the acquisition and transmission of ethnographic knowledge as interactive, emergent, and creative. I will show how the methods of collaboration and art making created bodily forms of knowledge among the participants and the audience at the exhibition of the installation that have the potential for stimulating new thinking. The use of these methods advanced the acquisition of ethnographic knowledge, and heightened the development of empathy among the participants and the researcher. Furthermore, the public exhibition of this installation allowed the participants to exercise social justice, and created a setting for socially experiencing embodied knowledge.

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