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Beyond Critical Pedagogy of Place: Sensory-Embodied Learning through the University Campus

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Daniel Gutiérrez-Ujaque; Monica Montserrat Degen – Journal of Geography in Higher Education, 2024

The COVID-19 pandemic has revealed an alarming chasm between traditional higher education pedagogies and the lived experiences of students, posing new challenges to educators worldwide . Addressing this, our study proposes a curricular paradigm shift that foregrounds sensory and embodied learning. Influenced by a Critical Pedagogy of Place…

Descriptors: Learning Activities, Teaching Styles, Sensory Experience, Educational Environment