Abstract
Abstract One of the challenges to an increased rationalism within educational discourse has been a rethinking of mind-body relations. While there has been considerable discussion around what is implicated through the engagement of physical and theoretical sites of knowing, methodological difficulties related to how its resultant data might be meaningfully evidenced remain. Based on fieldwork conducted on a post-qualitative approach to transdisciplinary practice the author provides an account of a visual research method developed specifically to illustrate non-verbal experiences of group ideation. Writing from the position of a creative practitioner and intimate insider, the author explores how this positionality supported the role of bodily knowing in her research and the ways in which bodily experience offered utility to this research endeavour. The author concludes with a reflection on visualisation as a method to capture non-cognitive data and areas indicated through felt data for further exploration.
Highlights
This article examines methodological challenges presented by pursuing sites of physical and theoretical knowing in research
On the basis of my recent fieldwork experiences researching transdisciplinary practice, I explore these two dilemmas as they pertain to practitioners who work intentionally with “response data”
For the purpose of this discussion the transdisciplinary practice referred to in this article is founded in what is known as the Nicolescuian approach
Summary
This article examines methodological challenges presented by pursuing sites of physical and theoretical knowing in research. In this article I intend to explore how bodily knowing was engaged through an investigation of my practice and how the challenge of providing an account for its role in the research was addressed. The initial aim of my project was to investigate what creative research methods make possible in transdisciplinary practice.
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