Living the experience of learning: embodied reflexivity as pedagogical process

References

• Abram, D., 1996. The spell of the sensuous. New York: Vintage Books.
   Google Scholar
• Alvesson, M., Hardy, C. and Harley, B., 2008. Reflecting on reflexivity: Reflexive textual practices in organization and management theory. Management Learning, 45 (3), 480–499. doi: 10.1111/j.1467-6486.2007.00765.x
   Google Scholar
• Applebaum, D., 1995. The stop. Albany, NY: State University of New York Press.
   Google Scholar
• Argyris, C. and Schön, D.A., 1974. Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Bateson, G., 1972. Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution and epistemology. London: Intertext.
   Google Scholar
• Boal, A., 1979. Theatre of the oppressed (trans. C.A. McBride and L.M. McBride). London: Pluto Press.
   Google Scholar
• Boal, A., 1992. Games for actors and non-actors (trans. A. Jackson). London: Routledge.
   Google Scholar
• Boal, A., 1995. The rainbow of desire (trans. A. Jackson). London: Routledge.
   Google Scholar
• Boje, D., 2001. Narrative methods for organizational and communication research. London: SAGE Publications.
   Google Scholar
• Boje, D., 2006. Breaking out of narrative’s prison: Improper story in storytelling organization. Storytelling, Self, Society: An Interdisciplinary Journal of Storytelling Studies, 2 (2), 28–49.
   Google Scholar
• Brandon, J.R., 1978. Training at the Waseda Little Theatre. The Drama Review, 22 (4), 29–42. doi: 10.2307/3181723
   Web of Science ®Google Scholar
• Brant Castellano, M., 2000. Updating Aboriginal traditions of knowledge. In: G.J. Sefa Dei, B.L. Hall and D.G. Rosenberg, eds., Indigenous knowledges in global contexts: Multiple readings of our world. Toronto: University of Toronto Press, 21–36.
   Google Scholar
• Cajete, G. 2004. The philosophy of native science. In: A. Waters, ed. American Indian thought: Philosophical essays. Hoboken, NJ: Wiley-Blackwell, 45–57.
   Google Scholar
• Carse, J.P., 1987. Finite and infinite games New York: Ballantine Books.
   Google Scholar
• Coetzee, M., 2009. (Re)storying the self: Exploring identity through performative enquiry. South African Theatre Journal, 23 (1), 94–115. doi: 10.1080/10137548.2009.9687904
   Google Scholar
• Davis, B., Sumara, D.J. and Luce-Kapler, R., 2000. Engaging minds: Learning and teaching in a complex world. Mahwah, NJ: Erlbaum.
   Google Scholar
• Diamond, D., 2007. Theatre for living: The art and science of community-based dialogue. Victoria, BC: Trafford Publishing.
   Google Scholar
• Driskill, Q.-L., 2008. Theatre as suture: Grassroots performance, decolonization and healing. In: R. Eigenbrod and R. Hulan, eds. Aboriginal oral traditions: Theory, practice, ethics. Halifax and Winnipeg: Fernwood Publishing, 155–168.
   Google Scholar
• Estey, E., Smylie, J. and Macaulay, A., 2009. Aboriginal knowledge translation. Understanding and respecting the distinct needs of Aboriginal communities in research. Available at: http://www.cihr-irsc.gc.ca/e/41392.html (accessed September 2017).
   Google Scholar
• Fay, B., 1987. Critical social science: Liberation and its limits. Ithaca, NY: Cornell University Press.
   Google Scholar
• Fell, L., Russell, D. and Stewart, A., eds. 1994. Seized by agreement, swamped by understanding. Available at: http://www.pnc.com.au/~lfell/book.htm (accessed September 2017).
   Google Scholar
• Finlay, L., 2005. ‘Reflexive embodied empathy’: A phenomenology of participant-researcher intersubjectivity. The Humanistic Psychologist, 33 (4), 271–292. doi:10.1207/s15473333thp3304_4.
   Google Scholar
• Fook, J., and Gardner, F., 2007. Practicing critical reflection: A resource handbook. London: Open University Press.
   Google Scholar
• Fook. J., 2002. Social work: Critical theory and practice. London: SAGE Publications.
   Google Scholar
• Fook. J., 2010. Beyond reflective practice: Reworking the ‘critical’ in critical reflection. In: H. Bradbury, N. Frost, S. Kilminster and M Zukas, eds. Beyond reflective practice: Approaches to professional lifelong learning. Abingdon: Routledge, 37–51.
   Google Scholar
• Forest, H., 2009. Artful leadership for creating positive social change: Reflections on an arts-based autoethnography. Storytelling, Self, Society: An Interdisciplinary Journal of Storytelling Studies, 5 (2), 72–89.
   Google Scholar
• Gee, T. 2015. Personal communication.
   Google Scholar
• Gersie, A., 1997. Reflections on therapeutic storymaking: The use of stories in groups. London: Jessica Kingsley Publishers.
   Google Scholar
• Gersie, A. and King, N., 1990. Storymaking in education and therapy. London: Jessica Kingsley Publishers.
   Google Scholar
• Glass, J.S. and Benshoff, J.M., 1999. PARS: A processing model for beginning group leaders, The Journal for Specialists in Group Work, 24 (1), 15–26. doi: 10.1080/01933929908411416
   Google Scholar
• Goulet, K., 2003. Aboriginal people and education in Saskatchewan: An overview paper presented at the symposium on international cooperation in Aboriginal/Minority Education, First Nations University of Canada, Saskatoon, SK, August 18.
   Google Scholar
• Goulet, L. and Goulet, K., 2014. Teaching each other: Nehinuw concepts and indigenous pedagogies. Vancouver: UBC Press.
   Google Scholar
• Goulet, L., Linds, W., Episkenew, J. and Schmidt, K., 2011. A decolonizing space: Theatre and health with indigenous youth. Native Studies Review, 20 (1), 35–61.
   Google Scholar
• Halling, S. and Goldfarb, M., 1991. Grounding truth in the body: Therapy and research renewed. The Humanistic Psychologist, 19, 313–330. doi: 10.1080/08873267.1991.9986771
   Google Scholar
• Hutchins, E., 2014. Enaction, imagination and insight. In: J. Stewart, O. Gapenne and E.A. Di Paolo, eds. Enaction: Toward a new paradigm for cognitive Science. Cambridge, MA: MIT Press, 425–450.
   Google Scholar
• Jackson, A. 1992. Translator’s introduction to In: A. Boal. Games for actors and non-actors. New York: Routledge, xix–xx1v.
   Google Scholar
• Johnston, C., 1998. House of games. New York: Routledge.
   Google Scholar
• Jones, P., 2007. Drama as therapy, theatre as living, 2nd ed. London: Routledge.
   Google Scholar
• Kangas, M., 2010. Creative and playful learning: Learning through game co-creation and games in a playful learning environment. Thinking Skills and Creativity, 5 (1), 1–15. doi: 10.1016/j.tsc.2009.11.001
   Web of Science ®Google Scholar
• Kearney, R., 2002. On stories: Thinking in action. London: Routledge.
   Google Scholar
• Kinsella, E., 2007. Embodied reflection and the epistemology of reflective practice. Journal of Philosophy of Education, 41 (3), 395–409. doi: 10.1111/j.1467-9752.2007.00574.x
   Web of Science ®Google Scholar
• Kirkness, V.J. and Barnhardt, R., 1991. First Nations and higher education: The four R's – Respect, relevance, reciprocity, responsibility. Journal of American Indian Education, 30 (3), 1–15.
   Google Scholar
• Lahad. M., 1992. Story-making in assessment method for coping with stress: Six piece story making and BASIC Ph. In: S. Jennings, ed. Dramatherapy Theory and Practice 2. New York: Routledge, 192–208.
   Google Scholar
• Lakoff, G., and Johnson, M., 2003. Metaphors we live by. Chicago, IL: The University of Chicago Press.
   Google Scholar
• Leigh, J., and Bailey, R., 2013. Reflection, reflective practice and embodied reflective practice. Body, Movement and Dance in Psychotherapy: An International Journal for Theory, Research and Practice, 8 (3), 160–171. doi:10.1080.17432979.2013.797498 doi: 10.1080/17432979.2013.797498
   Google Scholar
• Linds, W., 2006. Metaxis: Dancing (in) the in-between. In: J. Cohen-Cruz and M. Schutzman eds., A Boal companion. London: Routledge, 114–124.
   Google Scholar
• Linds, W., 2008. Performing responsibility – Ethical ‘know-how’ through drama facilitation. Reflective Practice, 9 (1), 101–110. doi: 10.1080/14623940701816709
   Google Scholar
• Linds, W., Goulet, L., and Sammel, A., 2013. Dancing together: A conversation about youth and adult relational authority in the context of education. International Journal of Child, Youth and Family Studies, 4 (3), 337–356. Available at: http://journals.uvic.ca/index.php/ijcyfs/article/view/12432/3768 doi: 10.18357/ijcyfs43201312432
   Google Scholar
• Linds, W., Hyslop, M., Goulet, L. and Jasso, V., in press. Weechi metuwe mitotan: Playing Games of Presence with Indigenous youth in Saskatchewan, Canada. International Journal of Play, 7 (1).
   Google Scholar
• Linds, W. and Vettraino, E. eds., 2015. Playing in a house of mirrors: Applied theatre as reflective process. Rotterdam: Sense Publishers.
   Google Scholar
• Marjanovic-Shane, A., 2010. Vygotsky and creativity: A cultural-historical approach to play, meaning making, and the arts. New York: Peter Lang Publishing
   Google Scholar
• Maturana, H. R., 1987. Everything is said by an observer. In: W.I. Thompson, ed. Gaia: A way of knowing. Political implications of the new biology. New York: Lindisfarne Press.
   Google Scholar
• Maturana, H.R. and Varela, F.J., 1992. The tree of knowledge: The biological roots of human understanding. Boston, MA: Shambhala.
   Google Scholar
• Mezirow, J. 1991. Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
   Google Scholar
• National Aboriginal Health Organization. 2011. Holistic health and traditional knowledge. Available at: http://www.naho.ca/blog/2011/07/25/holistic-health-and-traditional-knowledge/
   Google Scholar
• Pippen, J., with Eden, D., 1997. Resonating bodies. Brisbane: QUT Kelvin Grove Campus.
   Google Scholar
• Rigney, L., 1999. Internationalization of an indigenous anticolonial cultural critique of research methodologies: A guide to indigenist research methodology and its principles. WicazoSa Review, 14 (2), 109–121. doi: 10.2307/1409555
   Google Scholar
• Ritenburg, H., Young-Leon, A.E., Linds, W., Nadeau, D.M., Goulet, L.M., Kovach, M., and Marshall, M., 2014. Embodying decolonization: Methodologies and Indigenization. AlterNative: An International Journal of Indigenous Peoples, 10 (1), 67–80. doi: 10.1177/117718011401000107
   Google Scholar
• Rohd, M., 1998. Theatre for community, conflict and dialogue: The Hope is Vital training manual. Portsmouth, NH: Heinemann.
   Google Scholar
• Schön, D., 1964. Invention and the evolution of ideas. New York: Associated Books.
   Google Scholar
• Schön, D., and Rein, M. 1994. Frame reflection: Toward the resolution of intractable policy controversies. New York: Basic Books.
   Google Scholar
• Schön, D., 1983. The reflective practitioner: How professionals think in action. New York: Basic Books.
   Google Scholar
• Schön, E. 1998. Online conference on Donald Schön’s Reflective Practitioner. ACTLIST response, 27 March.
   Google Scholar
• Settee, P., 2013. Pimatisiwin: The good life, global indigenous knowledge systems. Vernon, BC: JCharlton.
   Google Scholar
• Simmons, A., 2006. Building trust several stories high. Storytelling, Self, Society: An Interdisciplinary Journal of Storytelling Studies, 2 (2), 50–67.
   Google Scholar
• Steier, F., 1991. Research and reflexivity. London: SAGE.
   Google Scholar
• Stacey, R.D. and Griffin, D., 2005. Experience and method: A complex responsive processes perspective on research in organizations. In: R.D. Stacey and D. Griffin, eds. A complexity perspective on researching organizations: Taking experience seriously. London: Routledge, 13–38.
   Google Scholar
• Taylor, S., Fisher, D., and Dufresne, R., 2002. The aesthetics of management storytelling: A key to organizational learning. Management Learning, 33 (3), 313–330. Available at: http://mlq.sagepub.com/content/33/3/313/refs.html doi: 10.1177/1350507602333002
   Web of Science ®Google Scholar
• Tosey, P., Visser, M., and Saunders, M. 2012. The origins and conceptualizations of ‘triple-loop’ learning: A critical review. Management Learning, 43 (3), 291–307. Available at: http://mlq.sagepub.com/content/43/3/291 doi: 10.1177/1350507611426239
   Web of Science ®Google Scholar
• Varela, F J., Thompson, E., and Rosch, E., 1991. The embodied mind: Cognitive science and human experience. Cambridge, MA: MIT Press.
   Google Scholar
• Vettraino, E. (2017; under embargo until 2022). Playing in a house of mirrors: The 6-part-story method as embodied ‘reflexion’. Dundee: University of Dundee.
   Google Scholar
• Wilson, S., 2001. What is indigenous research methodology? Canadian Journal of Native Education, 25 (2), 175–179.
   Google Scholar
• Zarillii, P. ed., 1995. Acting (re) considered: Theories and practices. New York: Routledge.
   Google Scholar