Abstract
This chapter provides a consideration of what embodiment, corporeality and physical culture might bring to self-study as a field already rich with teacher education conversations. Drawing on research into the rationale for, and application of, non-rational reflective processes, I propose that the body in performance provides a largely untapped site for reflection on the affective dimensions of our experiences. In this sense, embodiment is proposed as a unique approach to reflection and catalyst to self-study research. I propose the way in which ideas, experiences, and emotions that are often difficult to capture in words can find expression through the language of embodiment, thereby providing self-study researchers with access to otherwise elusive aspects of their experiences and perspectives.
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Forgasz, R. (2014). Bringing the Physical into Self-Study Research. In: Ovens, A., Fletcher, T. (eds) Self-Study in Physical Education Teacher Education. Self-Study of Teaching and Teacher Education Practices, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-05663-0_2
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