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Moving the Nomadic Body
How do I structure the map of my ephemeral physical space-time?
Movement and language create space. They create time.
The entanglement of imagination and language in our bodies creates kinetic representations.
‘Moving the nomadic body’ applies movement and choreography as tools of critical thinking, awareness, and political action.
It it a workshop of kinetic composition in which the body moves in the real and the imaginary, while choosing to influence and get influenced.
The body is characterized as a complex entity. The body creates spaces and this is expressed by its performativity in space.
Following the feminist geographer Massey, the workshop activates the three notions of space: discursive - imaginary - corporeal and aims to build new maps.
The workshop offers a different way of interacting with the written words and the reasoning space. How our body, by choosing to reject the hierarchy of the mind in understanding language, can perceive and move language differently?
The more sensitive the body is in its ‘ relational representations’, the more power has to act and inform space as a practice of possibilities, shaped by continuous representations and effects of self and other material relations.
The term ‘nomadic body’ has been influenced by the theory of nomadic subjectivity (Deleuze, Guattari, 1985) by stating free thought that travels away from domination and categorization. A nomadic body that perceives the ‘worn standard notions of hegemony’ and moves away from passivity and stagnation.
| Dance Practitioner |
Pedagogy
What is knowledge? What is learning? What is pedagogy? What is education? Who can perform? Who can choreograph? Who is the teacher? Who is the learner?
For my pedagogic acts, I follow theories that help me to activate emancipatory potentials between humans and create 'sensible ecological engagements with the environment’.
Affirming uncertainties, risks and possibilities within the communication (Biesta, 2004) I permit potentiality to become acts. Learners are situated as active creators in the teaching-learning process, which permits diverse learning processes to occur without predicting the end of the process. This offers a more democratic perspective of the communication between learners and teacher.
I try to create spaces to think differently about ourselves (Braidotti, 2018), and the effect of the non-human in the knowledge production system while applying equality, democracy and emancipation (Biesta, 2004/ Rancière, 2009) between humans.
(Harris, 2005/ Braidotti, 2014/ Rogoff, 2006/ Rancière 2009 /Biesta 2010/ Lefebvre, 1991/ John Dewey, 1916 in Nielsen- Burridge, 2015/ Bresler, 2004 / Karmenlara, 2019/ Andreotti, 2016 / Silvia Federici, 2016/ Ferrando, 2014)
Currently Teaching
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