Embodied Educational Experience Among Ukrainian Displaced Students engages embodied inquiry and analysis of education in the context of forced migration.

Informed by somatic practice, the book offers methodological body-based tools to explore students'' forced migration (embodied) experiences as they are lived. Students in this study moved either with Displaced Universities from the war areas in Ukraine or independently in several waves. The study argues that students learn through sensing their way during forced migration, accumulating layers of kinesthetic information hidden in their bodies. It utilizes the innovative body-based approach to understanding forced migration in its continuous movement and becoming, never complete, continually under construction, with interwoven lifelines of human and non-human constituents and their entangled relationships, meanwhile offering a unique insight into educational context as the war is ongoing, which brings challenging ethical, theoretical and methodological conversations.

This book contributes to a difficult and underrepresented conversation in the scholarly literature about embodied educational experiences among those students who were forced to leave their homes and endure multiple forced displacements. It will appeal to (post)qualitative scholars and researchers working on education in the context of war or conflict, forced migration, movement and arts-based methodologies.

Embodied Educational Experience Among Ukrainian Displaced Students engages embodied inquiry and analysis of education in the context of forced migration.

Informed by somatic practice, the book offers methodological body-based tools to explore students'' forced migration (embodied) experiences as they are lived. Students in this study moved either with Displaced Universities from the war areas in Ukraine or independently in several waves. The study argues that students learn through sensing their way during forced migration, accumulating layers of kinesthetic information hidden in their bodies. It utilizes the innovative body-based approach to understanding forced migration in its continuous movement and becoming, never complete, continually under construction, with interwoven lifelines of human and non-human constituents and their entangled relationships, meanwhile offering a unique insight into educational context as the war is ongoing, which brings challenging ethical, theoretical and methodological conversations.

This book contributes to a difficult and underrepresented conversation in the scholarly literature about embodied educational experiences among those students who were forced to leave their homes and endure multiple forced displacements. It will appeal to (post)qualitative scholars and researchers working on education in the context of war or conflict, forced migration, movement and arts-based methodologies.

Embodied Educational Experience Among Ukrainian Displaced Students engages embodied inquiry and analysis of education in the context of forced migration.

Informed by somatic practice, the book offers methodological body-based tools to explore students'' forced migration (embodied) experiences as they are lived. Students in this study moved either with Displaced Universities from the war areas in Ukraine or independently in several waves. The study argues that students learn through sensing their way during forced migration, accumulating layers of kinesthetic information hidden in their bodies. It utilizes the innovative body-based approach to understanding forced migration in its continuous movement and becoming, never complete, continually under construction, with interwoven lifelines of human and non-human constituents and their entangled relationships, meanwhile offering a unique insight into educational context as the war is ongoing, which brings challenging ethical, theoretical and methodological conversations.

This book contributes to a difficult and underrepresented conversation in the scholarly literature about embodied educational experiences among those students who were forced to leave their homes and endure multiple forced displacements. It will appeal to (post)qualitative scholars and researchers working on education in the context of war or conflict, forced migration, movement and arts-based methodologies.