ABSTRACT
Contemporary ways of understanding human movements and movement learning are heavily dominated by individualistic, dualistic and mechanistic perspectives. This approach has supported the dominance of a westernised and predominantly white, masculinised and heteronormative view of able bodies, embodiment and movements. Hence, it has contributed to marginalise not only other approaches and perspectives, but also individuals who have special needs or bodies dissimilar to elite athletes. Recently, however, new research has evolved, including new approaches where the above-mentioned perspectives have been challenged by social and culturally sensitive, holistic as well as pluralistic, and dynamic/organic perspectives of human movements/moving humans. This research may contribute to include previously marginalised perspectives of bodies, embodiment, movements and, specifically, movement learning. This edited book provides the societal and epistemological background for these new approaches as well as examples of studies, including some results and conclusions, although it must be acknowledged that the research area is developing. It is my hope that this new knowledge finds its way to movement educators and professionals within education, sports, health and fitness, dance, outdoor activities, etc., and that it will spearhead new and inclusive practices within these settings.
