Abstract
This paper explores the role of the lived body in maritime professional training. By focusing on how instructors include students’ subjective experiencing bodies as an educational resource and context for directives and demonstrations, the study aims at informing training of professionals for survival in emergency situations onboard ships. Drawing on a mobile video ethnography and on phenomenological analyses of the presence/absence of the body in experience, the study illustrates how instructors direct students’ attention towards or away from their appearing corporal field depending on the stage of the training. The article documents three instructional practices incorporating students’ lived embodiment during training: coping with distress by foregrounding the lived body, backgrounding the lived body for outer-directed action and imagining others’embodied experiences. The study contributes to our understanding of intercorporeal practices in instructional interaction and guidance in simulation-based vocational training.
Highlights
A growing concern with embodiment, sensory expertise and bodily techniques can be seen in analyses of professional learning and instructional practices (Brône & Ehmer, 2020)
The motivation for the study was derived from the lack of studies investigating the lived body (Gallagher, 1986; Gallagher & Zahavi, 2008) in research on simulation-based professional education and training and instructional interaction concerned with embodiment
The study illustrates how maritime students are socialized into professional ways of acting in emergency situations and how students’ lived experience of their own bodies and emotions are rendered into an instructional resource for teachers in basic safety training
Summary
A growing concern with embodiment, sensory expertise and bodily techniques can be seen in analyses of professional learning and instructional practices (Brône & Ehmer, 2020). Sellberg need of further investigation (Dall’Alba & Sandberg, 2020; Hyland, 2018; Mulcahy, 2000; Somerville & Lloyd, 2006) This has been expressed by several recent calls to focus on corporality in professional learning (Green & Hopwood, 2015; Meyer et al, 2017), and to explore the sensorium, i.e. The emphasis on embodiment can be seen in the research field known as ‘body pedagogics’ (Allen-Collinson et al, 2018; Andersson et al, 2013; Shilling, 2017, 2018) as well as in studies of simulator-based training and instructional interaction (Gåfvels, 2015; Lundesjö Kvart & Melander Bowden, 2021; Sellberg & Lundin, 2017; Weddle & Hollan, 2010)
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