In this article I explore a perspective that the philosophical concepts of German phenomenologist Hermann Schmitz (*1928) may open up for thinking about the growing practice of wearing textile integrated electronics directly on the body. It is my contention that traditional conceptions of wearing (non-technological) clothing on the body fail to capture the changed situation and I hence suggest a paradigm shift is needed to think about the novel scope of affects that can be related to body-technology communication. Schmitz’s concepts of the perceptive felt body, corporeal communication and emotions as atmospheres perceived as outside, on or close to the ‘material’ body will be elaborated upon to investigate how they may enhance existing notions of bodily perception and human-technology relations. The case study used for this philosophical investigation is found in the Tactile Sleeve for Social Touch, a wearable created by Elitac, HvA and UTwente, which allows sensations of stroking, tapping and touching to be communicated from one person to another across a distance.
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This article provides a study of precarisation through the lens of dress work: the mundane practice of dressing the body for work. Based on intimate in-depth wardrobe interviews and analyses of workers’ narratives about their dressing practices, we develop a perspective on what insecure work feels like for workers in the interactive services and creative industries. We understand dress work as a materially mediated practice in which workers often aim to achieve a level of comfort: a state in which they are allowed to become less reflexive about their bodies. One of the ways in which precarisation makes itself known, we contend, is through the temporal logic of the interruption. The temporality of zero-hours contracts and short-term, insecure labour interrupts the achievement of comfort as workers are not allowed the time to experience their work, colleagues and spaces. The discomfort and sometimes pain of insecurity of post-Fordist labour is thus felt on the body.
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Over the last two decades, institutions for higher education such as universities and colleges have rapidly expanded and as a result have experienced profound changes in processes of research and organization. However, the rapid expansion and change has fuelled concerns about issues such as educators' technology professional development. Despite the educational value of emerging technologies in schools, the introduction has not yet enjoyed much success. Effective use of information and communication technologies requires a substantial change in pedagogical practice. Traditional training and learning approaches cannot cope with the rising demand on educators to make use of innovative technologies in their teaching. As a result, educational institutions as well as the public are more and more aware of the need for adequate technology professional development. The focus of this paper is to look at action research as a qualitative research methodology for studying technology professional development in HE in order to improve teaching and learning with ICTs at the tertiary level. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach.
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