Employing dwelling to reconsider individual and collaborative relationships to pedagogical practice

Abstract

Three practitioner-researchers from the University of Central Lancashire begin to wrestle with how they might employ dwelling within their pedagogy. Weaving together images and texts from a diverse range of sources, they invite readers to consider how dwelling, as a practice, has become, foregrounded in, and through their research and professional practice, and how it might support and challenge teaching and learning within a higher education context. How it might inform and empower new ways of working collaboratively and help us to enable and engage in a more useful and meaningful dialoguing process.