This chapter outlines an approach to classroom teaching that makes use of physical movement alongside more traditional lecturing methods when delivering lessons on abstract theoretical material. It develops the notion of embodied learning as a ‘physical metaphor', outlining some examples of this practice that we have used in our recent work with a class of first year undergraduates. We argue that conceptualising students as embodied subjects, whose capacity to learn extends through and beyond their physical selves, educators are able to enhance classroom delivery by diversifying teaching activities and creating opportunities for enjoyable and memorable learning experiences. We advocate the reflexive, contextually-sensitive and level-appropriate use of this method, arguing that despite some limitations it can animate students' understanding of academic ideas in uniquely personalised ways.
|Title of host publication||Teaching with Sociological Imagination in Higher and Further Education|
|Editors||Christopher Matthews, U. Edgington, Alex Channon|
|Place of Publication||UK|
|Publication status||Published - 4 Feb 2018|