Embodiment, Learning and Change - in movement settings and educational contexts
Embodiment, Learning and Social Change aims to analyse, document and create processes of change in relation to body, learning and social development in diverse contexts. We elucidate the body and the importance of joy of life, learning, community, identity development and professional competence.
The subject is anchored in a holistic understanding of the body, which includes the physical, emotional, social and cultural development dimensions of bodily learning.
Embodiment Learning and Social Change is mainly based on qualitative research, practical studies and action research and thus have a strong application-oriented focus.
The research has two main tracks
This track focuses on how sports / movement, in particular elements of dance, play and martial arts can support learning, development and identity processes in children, adolescents, adults, the elderly and vulnerable groups.
We focus on how we can work with movement as developing learning potential and educational approach in day care, school and secondary schools.
We also investigate how we can work with the physical, psychological, emotional and social developmental dimensions of the bodily learning in other movement contexts. Here is particular the importance of joy of movement, movement coping, emotion management, flow and community as well as the importance of sport for inclusion, recognition and gender identity thematised.
In this track, we examine the impact of the body for leadership, relational competence, authenticity, presence and appreciative communication and how this can be trained in professional practice. Including exploration of how coaching, movement education and increased awareness of body language as a profession developmental potential can be implemented in future educational contexts.
This track is related to professional educations, university education and continuing education. It focuses on a strong and down-to-earth harmony between practice and theory.