The perceptive, remembering and located body

As applied and socially engaged practices move beyond Cartesian dualisms, we seek vocabularies and practices for the body. This editorial discusses key themes emerging when theorizing and facilitating relationships to bodily being-in-the-world, pedagogy and performance. We order our observations into the three key areas: embodied pedagogies and methodologies; the body’s perception and memory; and body and identity. Attentive to consent and care, our authors ask how bodies are invited, managed or co-opted within pedagogic and epistemological frames, and how agency might be amplified rather than surveilled. We bring together new and foundational ideas from applied, socially engaged practices and performance studies to provide a context to, and mediate the ideas posed within this issue. We point to new research covering the politicization of the facilitator’s body, interrelations between the body’s perception and knowledge, and the risks in unearthing memory.