Abstract
How we walk—or our inability to do so—is telling of who we have been. I propose this simple movement practice as a pedagogical engagement with the concept of faithful witnessing, which refers to attending to modes of power unbalance that might go unnoticed, and to people's creative and resistant possibilities (Lugones, 2003; Figueroa-Vásquez, 2015). This activity is suggested to provoke reflections about how we understand and experience social difference and power unbalances. The work introduces a simple score (a creative prompt) to explore walking-with others, creating instructions to teach others our movement, learning others', and delving into conversations concerning the layers embedded in such a simple exchange.
Recommended Citation
Hernandez-Cabal, Catalina
(2022)
"Sharing Walks as a Witnessing Practice: Exploring Movement-Based Pedagogies,"
Feminist Pedagogy: Vol. 2:
Iss.
3, Article 4.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol2/iss3/4
Included in
Art Education Commons, Art Practice Commons, Curriculum and Instruction Commons, Dance Commons, Other Feminist, Gender, and Sexuality Studies Commons, Other Theatre and Performance Studies Commons