- 10.00-11.00: trial lecture.
- 12.00-15.00: public defence.
The title of the thesis is "Pedagogies of embodiment: Exploring pupils’ embodied experiences in physical education".
The committee consist of
- first opponent, Professor Idar Lyngstad, Faculty of Education and Arts, Nord University
- second opponent, Associate Professor Ole Lund, VIA University College
- chair of the committee, Associate Professor Tuva Bjørkvold, Department of Primary and Secondary Teacher Education, Oslo Metropolitan University
The leader of the public defence is Associate Professor Annette Hessen Bjerke, Faculty of Education and International Studies, OsloMet.
The main supervisor is Professor Kristin Walseth, Department of Primary and Secondary Teacher Education, Oslo Metropolitan University. The co-supervisors are Professor Øyvind Førland Standal, Norwegian School of Sport Sciences and Professor David Kirk, University of Strathclyde.
Summary
In this article-based thesis, I explore what characterizes pupils’ embodied experiences in physical education and how these experiences can contribute to developing pedagogies of embodiment in physical education.
Data has been generated through a literature review of how the concept of embodiment has been applied in empirical research about school physical education and through a 5-month sensory ethnographic fieldwork in a tenth-grade class in Oslo, Norway.
The project builds on a phenomenological understanding of the human being as always embodied in their lifeworld. By taking on an abductive approach to analysis, I have alternated between inductive analyses of the empirical data material and applying phenomenologically informed concepts of embodiment, emplacement, playfulness, pleasure, and intersubjectivity.
The findings from the literature review show previous research about embodiment revolves around two main themes: a. Enabling critical reflection and b. Exploring new movements. The findings from the sensory ethnographic fieldwork show how the pupils’ embodied experiences can be characterized as emplaced, playful, and shared.
The discussion elaborates on how these findings contribute to informing and developing existing pedagogies of embodiment by suggesting possible implications for teachers, learners, and physical education content.
