Costantino, Anna (2019) Attuning to the rhythms of educational experiences as a search for Quality of Life (On the Practice of Tuning-In Issue). Open Set Reader, 2018.

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Abstract

In this essay, I respond to the questions and suggestions raised across the rhythmanalysis series of seminars, in relation to their relevance to my theoretical and practical work. Being an inclusive and participatory form of practitioner research, Exploratory Practice relies on educators and learners puzzling their learning in order to sustainably achieve a better understanding of their mutual context of practice while promoting Quality of Life. I reflect on how, through the lenses of rhythmanalysis, puzzling—namely phrasing an exploratory enquiry as a ‘why’ question—has come to be, for me, a way of sensing friction and dissonance within the manifold rhythms converging into the life of a classroom; that is, experiencing clashes and collisions between the diverse forms of cognitive, emotional, biological, and social experiences at work within an educational setting, all of which are often homogenised in and by one practice that fits all. Conversely, through rhythmanalysis, a search for mutual understanding might be viewed as a move towards assonance—that is, well-being and Quality of Life. Finally, and importantly, in this essay I illustrate how rhythmanalysis, as a pedagogical practice, allows for the emergence of learning as a work of care for life and the world. Although feeding on contingent classroom protocols and objectives, learning transcends all those by making social, political, and biological claims through the very rhythms of life.

Item Type:	Article
Uncontrolled Keywords:	attunement, embodied learning, exploratory practice, inclusive pedagogy, practitioner research, quality of life, reflective teaching, rhythm, rhythmanalysis
Subjects:	L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Faculty of Law, Arts and Social Sciences Faculty of Law, Arts and Social Sciences > School of Humanities and Social Sciences
Related URLs:	Publisher
Last Modified:	23 Oct 2025 11:43
URI:	https://gala.gre.ac.uk/id/eprint/51268

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