Moving Parts in Imagined Spaces: Community Arts Zone’s Movement Project

Jennifer M K Rowsell*, Glenys McQueen-Fuentes

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

2 Citations (Scopus)
130 Downloads (Pure)


Movement is relatively invisible in literacy theory and pedagogy. There has been more recent scholarship on the body and embodiment, but less on connections between movements, body and literacy. In this article, we present the Community Arts Zone movement project and ways that the study opened up spaces for creativity, experimentation, and palpable identity mediation. Embodied space locates human experience within material and spatial forms. Drawing on Deleuze and Guattari’s rhizomal ontology and Lefebvre’s spatial theories, we examine how movement can be utilized to enliven pedagogy and to motivate people. During the research, classrooms, gymnasiums, and studio spaces became spaces that “the imagination seeks to change” by asking students to construct stories with their bodies. In the article, we present vignettes from our research study as telling instances showing the inherent strengths of movement as a form of literacy.
Original languageEnglish
Pages (from-to)74-89
Number of pages26
JournalPedagogies: An International Journal
Issue number1
Publication statusPublished - 7 Mar 2017


  • Embodiment
  • space
  • multimodality
  • movement
  • literacy
  • identity
  • collaborative practice
  • phenomenology


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