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Today's post in the continuing series on embodiment, the sensory, and accessible pedagogy asks you: How much visual is assumed in your pedagogical design? Are there assumptions made about the level of visuality and are there other ways into the content, the activities, and assessments for blind and low-vision learners?
There are many ways that a primacy of the visual ha...
Today is the start of the series of blogs I am planning for the summer that speak to the sensory, embodiment, and pedagogy. I am going to start with a bit of an overview of conversations that I have encountered, or experienced, when it comes to having conversations about the sensory and embodiment to hopefully move away from a stereotypical understanding of learners we may sh...
I have been thinking a lot about embodiment, but also about how much words and writing have been so impactful to my lived experience, and can reflect embodied reality of folk we share eduspace with. After STLHE and during my bit of time off for Pride, I have been thinking about how I want to return to writing more about what I studied for my dissertation and what continues to...