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Embodied g a i i and s ee a esea ch
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F ansbe g, Malin; Myllylä, Ma i; Tolonen, Jonna
F ansbe g, M., Myllylä, M., & Tolonen, J. (2023). Embodied g a i i and s ee a esea ch.
Quali a i e Resea ch, 23(2), 362-379. h ps://doi.o g/10.1177/14687941211028795
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Embodied g a i i and s ee
a esea ch
Malin F ansbe g
Pos doc o al esea che a Tampe e Uni e si y, Finland
Ma i Myllylä
PhD candida e a Uni e si y o Jy äskylä, Finland
Jonna Tolonen
Pos doc o al esea che a he Uni e si y o Lapland, Finland
Abs ac
G a i i and s ee a esea ch (GSAR) has become mo e acknowledged wi hin he academic
discou se; howe e , i has much o gain om heo ising i s me hodological aspec s. As a
mul idisciplina y ield, GSAR has mos ly used quali a i e esea ch me hods, explo ing u ban space
h ough me hods ha ange om isual eco dings o e hnog aphy, emphasising he esea che s’
e lexi i y. This quali a i e app oach has, howe e , paid li le a en ion o he ole o embodied
p ac ices. In his pape we discuss how embodied me hodologies p o ide mul isenso y esea ch
esul s whe e he expe ienced momen s, he pa icipan ’s and esea che ’s senses, cogni ion
and mobili y in u ban spaces a e connec ed. Ou discussion d aws on he au ho s’ ieldwo k
expe iences o walking and edge wo king, and on he li e a u e conce ning embodimen and
embodied me hodology ela ed o he con ex o GSAR.
Keywo ds
G a i i, GSAR, s ee a , embodied me hodology, e hnog aphy, senses, cogni ion, edgewo k,
walking, gende
In oduc ion
G a i i and s ee a can be de ined as public – and o en unau ho ised – c ea i e a
pieces in u ban spaces ha a e p oduced by sel -mo i a ed indi iduals o collec i es.
Resea ching a ound his issue is a a he new discipline and schola s om he g a i i and
Co esponding au ho :
Jonna Tolonen D.A. & M.Ed, Pos doc o al esea che a he Uni e si y o Lapland, Yliopis onka u 8,
Ro aniemi, Lapland 96101, Finland.
Email: [email p o ec ed]
1028795QRJ0010.1177/14687941211028795Quali a i e Resea chF ansbe g e al.
esea ch-a icle2021
S anda d A icle
2 Quali a i e Resea ch 00(0)
s ee a esea ch (GSAR) a ena a e pa o a di e se in e disciplina y ield (see e.g.
A amidis and Tsilimpounidi, 2017; Ross, 2016a; Ross e al., 2017; Zaimakis e al.,
2021). The di e si y o disciplina y adi ions, such as isual s udies, sociology, c imi-
nology, geog aphy and a his o y, en iches he esea ch e minology and i s me hodolo-
gies, which should be ealised as one o he GSAR ields’ s onges con ibu ions. On he
o he hand, a c oss-cu ing science challenges he epis emological pe spec i es in GSAR.
As Ross s a es, he ield ‘lacks a consis en iden i iable body o hypo heses/p oposi ions,
heo ies, and models’ (Ross, 2016b: 8). This in iguing mul idisciplina y aspec en ails
g a i i and s ee a o be esea ched om se e al di e en pe spec i es and ye i com-
plica es he de elopmen o one concu en esea ch language.
One o he challenges wi hin he in e disciplina y ield o g a i i and s ee a s ud-
ies could po en ially cen e a ound he issue o me hodology. The e a e, howe e ,
excep ionally ew w i ings ha a emp o con empla e he me hodology o GSAR (see
e.g. And on, 2017; Fe ell, 2004; Hansen and Flynn, 2015; Lynn and Lea, 2005;
Snyde , 2009). Ne e heless, i is ela i ely appa en ha GSAR’s majo me hod is
app oached h ough quali a i e esea ch, anging om e hnog aphies, o in-dep h
in e iews, and o collec ions o isual da a. One way o e lec his obus quali a i e
dissemina ion o g a i i and s ee a p ac ices is o ela e hem o embodied p ac ices
ha subs uc u es he cul u al a e ac s in u ban space. In pa icula , an embodied
me hodology is use ul when he esea ch objec is he p ac i ione in ac ion and in
cases whe e he aim is o s udy he in e ac ion be ween embodied p ac ices, isual
in e ac ion and u ban space.
Embodied me hodologies a e becoming an es ablished esea ch p ac ice among a
wide ange o human sciences such as he social sciences, cul u al s udies and he cogni-
i e sciences. Howe e , i is no cons i u ed as a subs an i e epis emic ield in i s own
igh among disciplines ha ela e o his me hodology (Spa z, 2017). Ne e heless, a
wide ange o di e en esea ch me hods – such as ‘ac ion esea ch’, ‘a is ic esea ch’,
‘p ac ice esea ch’ and ‘pe o mance esea ch’ – ha e all been ela ed o wha may now
be dis inguished as embodied me hodologies, which emphasises he signi icance o bod-
ily expe iences in a mul idisciplina y ield. This app oach pu s he ocus on he body as
an a ea o in es iga ion and p oposes a speci ic unde s anding o knowledge h ough
embodied p ac ices (Spa z, 2017: 6).
While he embodied me hodology is no a no el app oach in he social sciences and
humani ies, i has been enaciously neglec ed h ough he mind–body dualism, in which
he mind is p esen ing ‘ a ionali y’, and he body ‘impulsi e’ and ‘i a ional passions’
(F ank, 1990; Howson and Inglis, 2001; Me leau-Pon y, 1962; Shilling, 2001). In socio-
logical hinking, he ‘b inging bodies in’ has s essed he anscendence o he mind–
body dualism, limi ing accoun s o embodied o ‘ca nal’ knowledge as c ucial o
unde s anding social agency in in e ac ion wi h social o de (Howson and Inglis, 2001).
Thus, such as he concep ualisa ions o ‘habi us’ by Bou dieu ha e sough o inco po a e
leshly embedded me hodologies ha ecognise e lexi i y and bodily ac ions as ways o
knowing (Wacquan , 2014). Simila challenges ha e been ecognised wi hin he cogni-
i e sciences (Gallaghe and Zaha i, 2012; Va ela e al., 1993), whe e dualis ic hinking
has been c i icised o educing cogni ion and he mind o ‘a disembodied compu e
p og am’ (Gallaghe and Zaha i, 2012: 7).
F ansbe g e al. 3
Feminis schola s ha e been a he o e on o de eloping embodied me hodologies
and quali a i e enqui ies (O’Neill and Robe s, 2020; Young, 1980), and speci ically
s eng hened he c i icisms agains he dualis ic app oach o he body–mind se (Howson
and Inglis, 2001: 303). I e uses o app oach he body me ely as a s a ic ensemble o a
subjec ’s ac ions (Bu le , 2010), as well emphasised he ele ance o embodied expe i-
ence as c ucial in p oducing scien i ic knowledge (Sinclai , 2019).
In he ield o a is ic esea ch, he concep ion o embodied knowledge is also ai ly
s anda d. Mains eam scien i ic esea ch pa adigms a e o en ill- i ing wi h a is ic and
cul u al esea ch ha deals wi h s udying pe o mances, emo ions and ac ile o bodily
expe iences in an u ban space. The body, in a is ic esea ch, is ele an ‘e e -p esen in
any kind o meaning making’, and he e o e i is na u al o ‘unde s and hinking as some-
hing we do wi h ou body as much as ou b ain’ (Fen z and McGui k, 2015: 16–17).
A mul idisciplina y ield such as GSAR may elabo a e some o he aspec s ega ding
me hodologies conce ning embodimen . This pape pu s o wa d he iews and expe i-
ences o embodied me hodologies om h ee g a i i and s ee a esea che s wi h back-
g ounds in a is ic esea ch, sociology and cogni i e science. Such a mul idisciplina y
app oach may a imes challenge a mu ual esea ch angle o sha ed concep ions. On he
o he hand, i p o ides a p oduc i e se ing in which we can ca y ou esea ch om a
holis ic pe spec i e. Thus, we a emp o demons a e how embodied me hodologies can
be applied and elabo a ed in o GSAR. He e, embodimen emphasises ou unde s anding
o he mind–body as one cons uc , as a p ocess ha expe iences and in e ac s wi h
objec s and o he people in changing con ex s and imes (Cla k, 2013a; O’Neill and
Robe s, 2020; Va ela e al., 1993).
Ou pape conside s he ollowing ques ions: Wha can be unde s ood as an embodied
me hodology in GSAR and wha kinds o examples a e p esen ed in he cu en li e a-
u e? Mo eo e , we demons a e how an embodied me hodology, can be exempli ied
u he by illus a ions o case s udies ha a e d awn om esea ch ha anges om
walking (e.g. Ingold, 2007; Pink, 2015) o edge e hnog aphy (e.g. Lyng, 1990). We will
begin by dis inguishing he embodied and i s me hodological aspec s as a amewo k o
conduc ing mul idisciplina y GSAR. The a icle con inues wi h me hodological exam-
ples om he au ho s’ esea ch. Fi s , we ake a close look a how embodied me hodolo-
gies may be illus a ed in walking as a mul isenso y embodied expe ience in explo ing
poli ical s ee a on oo in Spain (Tolonen, 2021a; 2021b). We analyse Tolonen’s
esea ch si ua ions and d aw e lec ions on ield no es ha we e main ained o e ou
mon hs o ield wo k be ween 2017 and 2018. The nex sec ion depic s how gende as an
embodied p ac ice becomes ele an in e hnog aphic edgewo k ela ed o g a i i w i -
ing. The sec ion d aws on examples om F ansbe g’s long- e m e hnog aphy (2011–
2019) in a Finnish male-domina ed g a i i subcul u e (F ansbe g, 2021). The a icle
concludes wi h h ee indings ha a e p oposed o u he GSAR ield s udies.
The embodied as a amewo k
G a i i and s ee a p ac ices may be unde s ood as embodied expe iences whe e bo h
schola s and esea ch pa icipan s a e pa o he embodied p ocess, accumula ing ield-
ele an knowledge. Some g a i i and s ee a esea che s ha e conside ed how hei
4 Quali a i e Resea ch 00(0)
c ea o s’ agency, iden i ies, cul u es, bodies, hough s and emo ions a e embodied in
a e ac s (Hanne z, 2017; Schac e , 2014). O he esea che s ha e emphasised he join
mind–body ac ions in gene a ing and pe cei ing g a i i and s ee a p oduc s h ough
embodied expe iences (Myllylä, 2018; Halsey and Young, 2006; Nomeikai e, 2017).
Beng sen (2014: 48–53) desc ibes he in e play o e bal and non e bal communica ion
be ween a s ee a esea che and an in o man in he di e en physical and empo al
con ex s. As Hansen and Flynn (2015) explain, expe iencing s ee a may be unde -
s ood as an ac i e con e sa ion be ween he wo k, he a is and he iewe , whe e in e -
p e a ions a e made in people’s sense-making p ocesses and ha a e a ec ed by physical
con ex s as well as iewe s’ pe cep ions and alues.
To unde s and human p ac ices and expe iences, humans can be s udied as in en-
ional and social agen s. We in e ac wi h he physical and sociocul u al wo ld, making
sense o in o ma ion om in e nal and ex e nal en i onmen s ha a e embedded in
objec s and o he agen s (De Jaeghe and Di Paolo, 2007; Reinha d and Loke, 2013;
Rowlands, 2010). Recei ing and p ocessing in o ma ion assumedly causes bodily sen-
sa ions, which lead o cogni i e and soma ic a ec s (Noland, 2010: 4; Reinha d and
Loke, 2013: 137).
Ou expe iences and embodied ac ions a e hough o be guided by, o example,
hough s and emo ions, pas memo ies and u u e goals (Gallaghe and Zaha i, 2012;
Rodaway, 1994). We lea n by pa icipa ing in ou cul u e’s p ac ices and sense-making,
as we engage in ou physical and in e subjec i e men al eali ies, coo dina ing and
exp essing ou ac ions wi hin he changing li e si ua ions (De Jaeghe and Di Paolo,
2007; Rodaway, 1994). We may pe cei e ou en i onmen s as a o dances, as possibili-
ies o ou ac ions by enac i e p ocesses (Gibson, 1986; Rowlands, 2010). Th ough ou
ac ions – ac ions such as al e ing ou en i onmen and i s co esponding objec s – we
ex end ou embodimen ou wa ds owa ds a e ac s (Reinha d and Loke, 2013;
Rowlands, 2010).
The amewo k o embodied expe iences expounds ha we humans a e in e wo en
mind–body en i ies; ‘embodied minds’,1 whe e ou bodies and senses shape ou cogni-
ion (and ice e sa) in hinking, emo ions, pe cep ions, memo ies, expe iences and
social in e ac ions, how we a e si ua ed and how we beha e and mo e in he wo ld
(Gallaghe and Zaha i, 2012; Igna ow, 2007; Ingold, 2007; Noland, 2010; O’Neill and
Robe s, 2020). Ou men al s a es a e exp essed, o example, in ou physical mo emen s
– such as ou ges u es and bodily exp essions (Gallaghe and Zaha i, 2012; Igna ow,
2007). Acco ding o Noland (2010), in en ional o spon aneous ges u es can exhibi aes-
he ic and exp essi e – among o he ypes o – goals. Howe e , ou abili y o sense quali-
a i e di e ences in ges u es’ meanings in e ms o shi ing social si ua ions is somewha
o a lea ned skill (Noland, 2010: 6).
Cul u al a e ac s and concep s may con ey social, symbolic meanings; o example,
exp essing one’s membe ship wi hin a pee g oup o iden i y wi hin a subcul u e
(Macdonald, 2002). Bodies can be pe cei ed as cul u al objec s, whe e a pe son’s sym-
bolic iden i y is dis inguished, e alua ed and communica ed h ough bodily p ac ices
(Hanne z, 2017; Igna ow, 2007; Noland, 2010). Wi hin g a i i and s ee a , cul u al
a e ac s may embody he c ea o s’ indi idual and cul u ally idealised o ms (Hanne z,
2017).

F ansbe g e al. 5
Embodied me hodology: Se ing up he esea ch,
expanding he analysis
Embodied me hodology emphasises he impo ance o he physical and socio- empo al
con ex s and he in e ac ions wi h all people who a e in ol ed in he s udy. In a esea ch
si ua ion, he esea che , pa icipan (s) and he o he in ol ed pa ies a e all engaged in
in e subjec i e sense-making pe o mances, leading o he cons uc ion o socially
sha ed meanings and embodied expe iences (De Jaeghe and Di Paolo, 2007; Noland,
2010). When people y o unde s and each o he , hey obse e and eac o hei oppo-
nen s’ bodily mo emen s, which in u n may c ea e imagined assump ions abou o he s’
expe iences and in e pe sonally sha ed, simila ges u es (Fuchs and De Jaeghe , 2009).
This kind o in e subjec i e unc ioning may en ich he esea ch analysis. Fo example,
Chadwick (2017) has desc ibed embodied me hodologies as he means o eco d mul i-
ocal p ac ices and how emale body p esences a e demons a ed in speech na a i es.
He me hod p ima ily ocuses on he language used in sel - e e ence, ela ions o and
memo ised opics o one’s own and o he s’ bodies (Chadwick, 2017).
Embodied me hodology has been used also in GSAR. Schac e (2014: 224) e lec s:
‘I was by ac ion, by subjec i e in ol emen (wi h all he a ec i e quali ies hese engen-
de ed) ha one gained embodied knowledge, a knowledge mo e impo an han any
pu ely cogni i e unde s anding.’ Quo es om Schac e ’s (2014) ield no es desc ibe he
en i onmen al con ex , physical spaces and empo ali y, bodily ges u es and in e ac ions
be ween he in o man s and he esea che . Such in e ac ions allow o conclude esea ch
indings in ways ha conce n ield ac i i ies as bodily engaged, a o m o social enac -
men o ela ionships, communica ion and commi men s (Schac e , 2014: 226–227).
Simila ly, as Fe ell (2004) no es, me hodologies ha en ail engagemen wi h he esea ch
subjec s p o ide an unde s anding o di e en cul u al nuances and momen a y expe i-
ences ha a e ela ed o g a i i.
Nomeikai e (2017) explo es he possibili ies o esea ching s ee a by including
obse a ions and e bal explica ions o he physical in e ac ions and expe iences wi h
people and a e ac s (Nomeika e, 2017). Halsey and Young (2006) sugges ha he ac o
g a i i w i ing in ol es bodily, a ec i e aspec s, causing a powe ul embodied expe i-
ence. G a i i connec s hei c ea o s o he wo ld, e lec ing hei subjec i e, a ying
ela ionships h ough he ac o w i ing g a i i. Thus, o a esea che , he poin o GSAR
is no only o con i m exis ing heo ies, bu also o in es iga e: ‘how do a ious li ed
bodies concei e o and speak abou wha hey do?’ (Halsey and Young, 2006: 294). Ryan
(2017: 133) and Tolonen (2021a) ha e bo h epo ed on g a i i w i e s and s ee a is s
gaining emedial bene i s om he ac o pain ing, e lec ing ha ‘pain ing does some-
hing’ o hei bodies and acknowledging he in ense physical and emo ional sensa ions
ha occu du ing he p ocess o c ea ing.
G a i i subcul u e is o en desc ibed as male-domina ed and hence esea ched
h ough a masculine lens o hough (F ansbe g, 2021; Macdonald, 2002). In e hno-
g aphic esea ch he esea che is physically in ol ed in he li es o he s udy pa ici-
pan s in he obse ed ield. Gende ed bodies o en c ea e meanings in hese esea ch
se ings and a e c ucial in unde s anding he p ocess o knowledge c ea ion (Naegle and
Salman, 2016). Bu le (1988: 520) p oposes ha gende iden i y is pe o med
6 Quali a i e Resea ch 00(0)
as a ‘s ylized epe i ion o ac s h ough ime’. I is exp essed in bodily signs and o he
discou ses, which cons uc iden i ies h ough embodied ac s in a social pe o mance
(Bu le , 1988; 2010).
Gende may he e o e in luence how he esea ch is conduc ed. Fo some esea che s,
when walking alone in u ban en i onmen s, a eeling o sa e y migh no necessa ily be
consis en due o easons such as hei gende , age o he o e all con ex (O’Neill and
Robe s, 2019: 51). Acco ding o Tay and Diene (2011), he eeling o sa e y and secu i y
can be unde s ood as a undamen al need ha people usually in end o ul il o emos .
Howe e , indi idual psychosocial needs such as eeling espec ed, being able o mas e
one’s ield o expe ise and ha ing a sense o independence migh be pu sued be o e basic
o sa e y needs a e ully me (Tay and Diene , 2011). We a e also d i en by he emo ion o
in e es (Cla k, 2013a; Iza d, 2009), which acco ding o Iza d (2009: 4) is essen ial ‘ o
engagemen in c ea i e and cons uc i e endea ou s and o he sense o well-being’, also
impac ing upon one’s a en ion and o he men al p ocesses. An indi idual’s p io knowl-
edge and expe iences, emo ions, alues, needs and in e es s can a ec subjec i e in e -
ences and beha iou (Igna ow, 2007; Ingold, 2007; Saa iluoma e al., 2016). This may
explain ha some hing such as g a i i, ag o s ee a may seem de ian o insigni ican
o one, bu i may seem no el, in e es ing and appealing o he o he .
Embodied me hodologies can u ilise se e al me hods, anging om i s - o hi d-
pe son pe spec i es, and om quali a i e o quan i a i e da a. Fo example, Myllylä (in
p ess) uses hink aloud me hod, which is common in use psychology, a scien i ic dis-
cou se o s udying people’s minds and beha io when hey in e ac wi h echnical a e-
ac s (Saa iluoma e al., 2016), o in es iga e he esea ch pa icipan s’ embodied
expe iences o selec ed g a i i wo ks. Thus, we would a gue ha di e en me hodolo-
gies should be iewed as complemen a y and no as exclusi e o excluding.
In he ollowing sec ions we will ocus on esea ch cases ha pe cei e u ban en i on-
men s h ough walking and edge e hnog aphy. We illus a e ha walking can be a usable
means o expe iencing and in e ac ing wi h he en i onmen and is elabo a ed he e upon
as an embodied me hodology wi hin GSAR (Tolonen, 2021b; Young, 2016). We also
p esen ha edge e hnog aphy is a me hodology ha equi es deep in ol emen and
imme sion in he physical, social and emo ional ac i i ies o he subjec s, e en in he
po en ial isk and e hical issues ha a e ela ed wo k o he engagemen o bo h he
esea che and he subjec s (Fe ell, 1998; Lyng, 1990). Wi h hese wo cases we p o ide
examples o how embodimen can be depic ed and how i can impac upon bo h esea ch
me hods and analysis, in his case, in he examina ion o s ee a and g a i i.
Walking as a esea che ’s embodied expe ience
Walking has been heo ised in many ields o science, o example, in an h opology,
geology, philosophy and sociology (see e.g. Ingold, 2007; O’Neill and Robe s, 2019;
Pinde , 2008; Pink, 2015). Walking in en i onmen s is, in i sel , an endea ou ha
includes expe ien ial, psychological, social, bodily and physical aspec s (O’Neill and
Robe s, 2019). In GSAR, walking has become an inc easingly u ilised esea ch me hod.
Fo example, Phillips (2015), Tolonen (2021a; 2021b) and Young (2016), among many
o he s, ha e s udied and analysed g a i i and s ee a by walking a ound ci ies and
F ansbe g e al. 7
pho og aphing a wo ks. Walking pe se has no ye been he main ocus o g a i i and
s ee a esea che s and ye e en he esea che s hemsel es end o acknowledge i s
impac s on hei pe cep ions, as Young (2016: 92) he e e lec s:
Walking on he s ee pu s you in he mids , able o see ex u es up close, o walk away, u n and
see a wo k om a dis ance, o lay you hand upon i and eel he unde lying s one h ough he
pape o pain .
The e o e, i can be a gued ha walking as a mul isenso y expe ience is a me hodology,
as opposed o being simply a esea ch me hod (see also Pink, 2015), as Tolonen
unde lines:
I’m no longe su e i walking o me is jus a esea ch me hod. I see i now mo e as a bodily and
mul isenso y s a e o hinking. A s a e in which, h ough my mo emen and obse a ions in he
ci y space, I’m es ing he empi ical da a and heo e ical amewo ks o s ee a .2
By walking, a g a i i and s ee a esea che gains an expe ience o he su oundings o
he a wo k as well as o he a wo k i sel . The esea che is able o see a wo ks om
di e en angles and dis ances, eel he ex u es unde nea h, and some imes la e e u n o
he a wo k and obse e how he wea he condi ions o o he a is s ha e modi ied i (see
Figu e 1).
Figu e 1. Some imes walking akes a esea che o su p ising loca ions, as happened o
Tolonen du ing he wo-mon h s ay in Las Palmas, Spain, whe e she encoun e ed a mul i-
laye ed p ac ising place o beginne s. 2018. Pho og aph @Jonna Tolonen.
8 Quali a i e Resea ch 00(0)
The e migh also be momen s when he esea che can s ill smell he eshly sp ayed
pain , discuss wi h o he passe s-by abou he eelings he a wo k aises o e en wi ness
he a wo k being pain ed o e (see Figu e 2).
The e o e, walking is a se ies o pe cep ions, hough s, emo ions and expe iences ha
coincide wi h g a i i and s ee a and also wi h he esea che s hemsel es. Walking
equi es one being p esen wi h all o one’s senses. The idea o mul i-senso iali y – in e -
wining one’s sigh wi h one’s o he senses – is a undamen al p inciple in e ms o he
esea che ’s walking expe iences. Vision is no unde s ood as a p ima y sense o he
esea che , as he pe cep ion o he en i onmen could be cha ac e ised as a senso y p o-
cess whe e seeing wo ks alongside he o he senses.
Doing g a i i and s ee a esea ch on oo
Walking is a o m o ieldwo k on oo and i gene ally in ol es pe cei ing, ou ing and
eco ding. A esea che obse es he e e -changing en i onmen and pe cei es in o ma-
ion om mu ually o e lapping sounds and ol ac o y scene y, landscape iews and a i-
a ions in he g ound su aces unde his o he ee . Du ing he walk, he esea che can
Figu e 2. A popula g a i i spo in Mad id, Spain, o e pain ed by he ci y’s cleaning c ew.
A e aking he pho o Tolonen had a cha wi h he cleane s and one o hem old he was ‘a
pain e mysel ’. 2015. Pho og aph @Jonna Tolonen.
F ansbe g e al. 15
ORCID iD
Jonna Tolonen h ps://o cid.o g/0000-0003-3363-9946
No es
1. In his pape we condense he concep s o ‘embodied mind’ and embodimen in o a he b ie
desc ip ions, hough ex ensi e li e a u e exis s ega ding hese concep s. See, o example,
Cla k (2013b) o embodimen and cogni ion, and Sca inzi (2015) o embodied mind in
aes he ics.
2. Tolonen’s ield no e, Valencia, Decembe 2017.
3. Tolonen’s ield no e, Valencia, No embe 2017. [some addi ional in o ma ion has been
dele ed o main ain he in eg i y o he e iew p ocess].
4. Tolonen’s ield no e, Las Palmas, Janua y 2018. [some addi ional in o ma ion has been
dele ed o main ain he in eg i y o he e iew p ocess]
5. Tolonen’s ield no e, Valencia, No embe 2017. [some addi ional in o ma ion has been
dele ed o main ain he in eg i y o he e iew p ocess].
6. F ansbe g’s ield no e wi h emale g a i i w i e , June 2018.
7. F ansbe g’s ield no e, Helsinki, Sep embe 2016. [some addi ional in o ma ion has been
dele ed o main ain he in eg i y o he e iew p ocess].
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Au ho biog aphies
Malin F ansbe g is a sociologis and specialises in hemes o subcul u al heo ies, gende and cul-
u al c iminology. He e hnog aphic PhD hesis ocused on he c iminalisa ion o g a i i in
Helsinki and he a ec o ze o ole ance policy on he subcul u e’s gende pe o ma i i ies. She is
cu en ly s udying young people’s ela ionships and pe spec i es on animals, and i s ele ance o
p o-en i onmen al beha iou .
Ma i Myllylä is a cogni i e scien is wi h p e ious deg ees in design and IT business. She is cu -
en ly inishing he PhD hesis abou in o ma ion con en o men al ep esen a ion in expe ience o
g a i i. He esea ch in e es s a e in g a i i a expe ience, ep esen a ional men al con en s and
embodied mind. She cu en ly wo ks in he ETAIROS p ojec ha s udies e hical assessmen and
design amewo ks o A i icial In elligence (AI) and associa ed echnologies.
Jonna Tolonen is a pos doc o al esea che a he Facul y o A and Design a he Uni e si y o
Lapland, Finland. She has p esen ed and published widely on gen i ica ion and s ee a . Jonna is
also a membe o INDAGUE, he Spanish Associa ion o Resea che s o G a i i and U ban A .
He cu en esea ch in e es s deal wi h isual cul u e, socio-en i onmen al jus ice and a i ism.
www.s ee walke . i