Practical Worlds: Enskilment as Pedagogical Practice

aut.relation.endpage15
aut.relation.issueahead-of-print
aut.relation.journalMedia Practice and Education
aut.relation.startpage1
aut.relation.volumeahead-of-print
dc.contributor.authorIngs, W
dc.date.accessioned2023-11-08T23:20:19Z
dc.date.available2023-11-08T23:20:19Z
dc.date.issued2023-10-08
dc.description.abstractIn 2000 Tim Ingold considered the nature of skill acquisition in physical locations where our attentive dwelling forms the basis from which learning occurs. He called this ‘enskilment’. Although generally considered in relation to ecological/anthropological study, enskilment has more recently been applied to areas like sports education (Woods et al. [2021]. “Enskilment: An ecological anthropological worldview of skill, learning and education in sport.” Sports Medicine - Open 7 (33).) and craft (Gowlland [2019]. “The sociality of enskilment.” Ethnos 84 (3): 508–524.). By extension, this article employs a case study to unpack the enskilment experience of six doctoral students who immersed themselves inside a feature film production (Punch–2020–2022). The participants were all concurrently developing projects associated with narrative creation. Seeking opportunities for immersion across pre-production, production and postproduction phases of the project, they experienced a form of learning where skill acquisition was inseparable from collaborative practice and idiosyncratic environments, and insight emerged in non-linear ways. While the article draws correlations between their experiences and existing discourses on enskilment, it also suggests that this pedagogical model might contribute something useful to ongoing discussions around creative endeavours during, and after students have completed their degree studies.
dc.identifier.citationMedia Practice and Education, ISSN: 2574-1136 (Print); 2574-1144 (Online), Informa UK Limited, ahead-of-print(ahead-of-print), 1-15. doi: 10.1080/25741136.2023.2263826
dc.identifier.doi10.1080/25741136.2023.2263826
dc.identifier.issn2574-1136
dc.identifier.issn2574-1144
dc.identifier.urihttp://hdl.handle.net/10292/16893
dc.languageen
dc.publisherInforma UK Limited
dc.relation.urihttps://www.tandfonline.com/doi/full/10.1080/25741136.2023.2263826
dc.rights© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
dc.rights.accessrightsOpenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject3901 Curriculum and Pedagogy
dc.subject39 Education
dc.subject36 Creative Arts and Writing
dc.subject4 Quality Education
dc.titlePractical Worlds: Enskilment as Pedagogical Practice
dc.typeJournal Article
pubs.elements-id527369
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