Capturing lived experiences in movement educational contexts through videographic participation and visual narratives

Publikation: KonferencebidragPaperForskning

Standard

Capturing lived experiences in movement educational contexts through videographic participation and visual narratives. / Svendler Nielsen, Charlotte; Degerbøl, Stine Mikés.

2012. Paper præsenteret ved Oxford Ethnography & Education, Oxford, Storbritannien.

Publikation: KonferencebidragPaperForskning

Harvard

Svendler Nielsen, C & Degerbøl, SM 2012, 'Capturing lived experiences in movement educational contexts through videographic participation and visual narratives', Paper fremlagt ved Oxford Ethnography & Education, Oxford, Storbritannien, 10/09/2012 - 12/09/2012.

APA

Svendler Nielsen, C., & Degerbøl, S. M. (2012). Capturing lived experiences in movement educational contexts through videographic participation and visual narratives. Paper præsenteret ved Oxford Ethnography & Education, Oxford, Storbritannien.

Vancouver

Svendler Nielsen C, Degerbøl SM. Capturing lived experiences in movement educational contexts through videographic participation and visual narratives. 2012. Paper præsenteret ved Oxford Ethnography & Education, Oxford, Storbritannien.

Author

Svendler Nielsen, Charlotte ; Degerbøl, Stine Mikés. / Capturing lived experiences in movement educational contexts through videographic participation and visual narratives. Paper præsenteret ved Oxford Ethnography & Education, Oxford, Storbritannien.15 s.

Bibtex

@conference{d94dcdfee7924de5b06e2a5cb28d0b19,
title = "Capturing lived experiences in movement educational contexts through videographic participation and visual narratives",
abstract = "This paper explores and reflects upon possibilities and challenges of using “videographic participation” (Svendler Nielsen 2009a) as a research method combining filmic ethnography (M{\o}hl 2003) and phenomenology (van Manen 1990; Todres 2007) in movement educational contexts. The research method helps visualizing and communicating the meaning-making of the participants and emphasizes the role of the researcher’s embodied involvement when ‘looking for lived experiences’. The paper exemplifies the use of videographic participation and presents (audio)visual narratives from two educational contexts: children in a primary school participating in a collaboration with a professional dance company and youngsters ages 18-26 doing contemporary circus training. Both studies use film as a knowledge creating practice (M{\o}hl 2003) in combination with a hermeneutic-phenomenological analysis (van Manen 1990) to cast light on ways of understanding embodied learning. The use of videographic participation in the two contexts of educational practice are explored, compared and discussed. On an overall methodological level it is discussed how it is possible to capture lived experiences in fields of movement education by use of videographic participation and what the challenges of ‘looking for lived experiences’ in movement can be. Inspired by Performative Social Science (Jones et al. 2008; Gergen and Jones 2008) the paper exemplifies and discusses (re)presentation of research data in artistic forms by highlighting the question of how meaning-making of the participants can be captured and disseminated through (audio)visual narratives.",
author = "{Svendler Nielsen}, Charlotte and Degerb{\o}l, {Stine Mik{\'e}s}",
note = "CURIS 2012 5200 124; null ; Conference date: 10-09-2012 Through 12-09-2012",
year = "2012",
month = "9",
day = "12",
language = "English",

}

RIS

TY - CONF

T1 - Capturing lived experiences in movement educational contexts through videographic participation and visual narratives

AU - Svendler Nielsen, Charlotte

AU - Degerbøl, Stine Mikés

N1 - CURIS 2012 5200 124

PY - 2012/9/12

Y1 - 2012/9/12

N2 - This paper explores and reflects upon possibilities and challenges of using “videographic participation” (Svendler Nielsen 2009a) as a research method combining filmic ethnography (Møhl 2003) and phenomenology (van Manen 1990; Todres 2007) in movement educational contexts. The research method helps visualizing and communicating the meaning-making of the participants and emphasizes the role of the researcher’s embodied involvement when ‘looking for lived experiences’. The paper exemplifies the use of videographic participation and presents (audio)visual narratives from two educational contexts: children in a primary school participating in a collaboration with a professional dance company and youngsters ages 18-26 doing contemporary circus training. Both studies use film as a knowledge creating practice (Møhl 2003) in combination with a hermeneutic-phenomenological analysis (van Manen 1990) to cast light on ways of understanding embodied learning. The use of videographic participation in the two contexts of educational practice are explored, compared and discussed. On an overall methodological level it is discussed how it is possible to capture lived experiences in fields of movement education by use of videographic participation and what the challenges of ‘looking for lived experiences’ in movement can be. Inspired by Performative Social Science (Jones et al. 2008; Gergen and Jones 2008) the paper exemplifies and discusses (re)presentation of research data in artistic forms by highlighting the question of how meaning-making of the participants can be captured and disseminated through (audio)visual narratives.

AB - This paper explores and reflects upon possibilities and challenges of using “videographic participation” (Svendler Nielsen 2009a) as a research method combining filmic ethnography (Møhl 2003) and phenomenology (van Manen 1990; Todres 2007) in movement educational contexts. The research method helps visualizing and communicating the meaning-making of the participants and emphasizes the role of the researcher’s embodied involvement when ‘looking for lived experiences’. The paper exemplifies the use of videographic participation and presents (audio)visual narratives from two educational contexts: children in a primary school participating in a collaboration with a professional dance company and youngsters ages 18-26 doing contemporary circus training. Both studies use film as a knowledge creating practice (Møhl 2003) in combination with a hermeneutic-phenomenological analysis (van Manen 1990) to cast light on ways of understanding embodied learning. The use of videographic participation in the two contexts of educational practice are explored, compared and discussed. On an overall methodological level it is discussed how it is possible to capture lived experiences in fields of movement education by use of videographic participation and what the challenges of ‘looking for lived experiences’ in movement can be. Inspired by Performative Social Science (Jones et al. 2008; Gergen and Jones 2008) the paper exemplifies and discusses (re)presentation of research data in artistic forms by highlighting the question of how meaning-making of the participants can be captured and disseminated through (audio)visual narratives.

M3 - Paper

Y2 - 10 September 2012 through 12 September 2012

ER -

ID: 40576766