Amplifying the uncomfortable: Learning through embodied experience and reflexive conversation
探讨研究过程中情绪、身体等不适事件如何促进学习，通过反思性对话和另类写作放大其认知潜力，挑战传统理性研究范式。
The things that make us human are often excluded from our research accounts. Our emotions. Our bodies. The unexpected and sometimes uncomfortable events in the research process that can bring these elements to the fore. They do not fit with neat, rational procedures of learning and are often neglected to ensure validity and rigour in our final learning accounts. We argue, however, that these events are constitutive rather than detrimental to learning and signal the breakdown of categories and classifications that often limit how we learn. Consequently, they can open possibilities for new ways of knowing that traditional methods of enquiry might otherwise miss. We provide an account of an unintended fieldwork experience where interactions between such elements disrupted the intended learning process, leading to new connections and understanding between ‘researcher’ and ‘researched’. We show how this understanding can be amplified and elaborated through reflexive conversations with research participants and co-authors and the act of writing differently. In doing so, we demonstrate how the learning potential of these often-nebulous events can be foregrounded and developed rather than compartmentalised or dismissed as aberrations in the research process.