Multisensory Emplaced Learning: Resituating Situated Learning in a Moving World

This article outlines the implications of a theory of sensory emplaced learning for understanding the interrelationships between the embodied and environmental in learning processes. Understanding learning as multisensory and contingent within everyday place-events, this framework analytically describes how people establish themselves as situated learners. This is demonstrated through three examples of how culturally constructed sensory categories offer routes to knowing about the multisensoriality of learning experiences. This approach, we suggest offers new routes within practice-oriented educational theories for understanding how human bodies become situated and embedded in cultural, social and material practices within constantly shifting place-events.