Enabling Embodied Epistemologies in Disabled and Distance Learning

Newcombe, Suzanne (2024). Enabling Embodied Epistemologies in Disabled and Distance Learning. In: Borkataky-Varma, Sravana and Levy-Brightman, Sarabinh eds. Embodied Pedagogies in Religion. London: Routledge (In press).

Abstract

The Open University course which formally introduces Religious Studies is called Exploring Religions and is offered as part of the second year of a three-year degree program. In a conscious move away from the World Religions Paradigm, Exploring Religions presents experience as central; vernacular expressions of religiosity are privileged over descriptions of institutional orthodoxy or orthopraxy. This makes the course content very different from many of our students’ assumptions. A formal research project (2020-2022) explored student reactions to this module and led to the conclusion that while this approach was generally well received, there were two important – and pedagogically basic – lessons for improvement: 1) it is important for educators clearly articulate the reasons for the approach taken and the key concepts (thinking tools) used and 2) it is crucial meet students at their existing level of ability to access the material. With over 30% of the registered students on Exploring Religions identifying as disabled, this has specific pedagogical implications.

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