What does it mean to take an embodied temporal approach to learning crossing settings? What role might the analysis of rhythm have in such an approach? We address these issues in this paper by discussion theoretical connections between Ingold's (2011) embodied, emergence perspective and Lefebvre's (2004) rhythmanalysis. Next, we move into a sketch of some of the ways in which embodied temporality, and especially rhythm, has been understood and researched thus far in relation to learning, within and across settings. After these discussions of theoretically framing and related literature, we turn to (researched) bodies we have tried to attune to or feel alongside, sharing segments of data and analysis from our own previous research where we have taken up rhythmic approaches. Finally, we move into a synthetic discussion of these data and theory, opening up the discussion to offer new directions in research methodology that may more fully appreciate the functions of rhythm in learning crossing settings.
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