2012
DOI: 10.1177/1350507611431529
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The mutual constitution of sensuous and discursive understanding in scientific practice: An autoethnographic lens on academic writing

Abstract: The research process and production of scientific knowledge has traditionally been understood to be based on abstract analysis and intellectual capacity rather than physical and emotional resources, promoting an understanding of academic practice as a detached, non-emotional and objective activity. Lately, several researchers have bemoaned this lack of recognition of the bodiliness of our work. In this study, we attempt to address this gap by exploring and conceptualizing some of the ways in which the embodied… Show more

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Cited by 46 publications
(42 citation statements)
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“…An overview of our research material is provided in Table 1. Our view of understanding research as both a relational endeavour and an embodied process (Esse´n and V€ arlander, 2013) offered us a solution for this challenging question. This study's analytical method loosely followed a pair-interview method (Gilmore and Kenny, 2015), in which the research material is collectively discussed and analysed by asking detailed and in-depth questions regarding the research phenomenon.…”
Section: Research Materials and Analysismentioning
confidence: 99%
“…An overview of our research material is provided in Table 1. Our view of understanding research as both a relational endeavour and an embodied process (Esse´n and V€ arlander, 2013) offered us a solution for this challenging question. This study's analytical method loosely followed a pair-interview method (Gilmore and Kenny, 2015), in which the research material is collectively discussed and analysed by asking detailed and in-depth questions regarding the research phenomenon.…”
Section: Research Materials and Analysismentioning
confidence: 99%
“…The embodied dimensions of organizational life are starting to receive more attention in organization and management studies (Cunliffe and Coupland, 2011;Essén and Värlander, 2013;Ladkin, 2013). However, as several scholars have recently argued, there has been a relative silence on the role of the body in discussions of organizational and management learning (Küpers, 2008;Strati, 2007;Yakhlef, 2010), and experiential learning in particular (Fenwick, 2003;Michelson, 1998).…”
Section: Implications and Contributionsmentioning
confidence: 99%
“…The university provides an apt research context since academia plays a significant role in disseminating management ideals (Gray, 2007; Hay, 2013; Katila and Meriläinen, 2002; Swan, 2005). Moreover, knowing lies at the heart of the mission and practice of academia, and the embodied nature of academic activities – such as teaching, writing, analysis, travelling and attending conferences – has been well demonstrated (Bell and King, 2010; Cunliffe and Coupland, 2011; Essen and Värlander, 2012; Parker and Weik, 2014; Pullen, 2006; Sinclair, 2005; Swan, 2005). Academic work also commonly encompasses – whether willingly or unwittingly – all life spheres, as many of these activities are not anchored to time and space.…”
Section: Ethnographic Context and Methodsmentioning
confidence: 99%