Key publications
Lea J (In Press). Understanding therapeutic massage as a form of bodywork: knowing and working on the (energetic) body. Sociology of Health and Illness
Holt L, Bowlby S, Lea J (2017). Everyone knows me. I sort of like move about’’: the friendships and encounters of young people with Special Educational Needs in different school settings. Environment and Planning A, 49(6), 1361-1378.
Lea J, Cadman L, Philo C (2015). Changing the habits of a lifetime? Mindfulness meditation and habitual geographies.
Cultural Geographies,
22(1), 49-65.
Abstract:
Changing the habits of a lifetime? Mindfulness meditation and habitual geographies
Mindfulness meditation (in the context of Mindfulness Based Stress Reduction and Mindfulness Based Cognitive Therapy) is a reflexive practice that seeks to reduce suffering in the form of depression, anxiety and stress. Through a variety of techniques, mindfulness meditation aims to cultivate awareness of the participant’s current experience (notably their thoughts and feelings), as well as an attitude of non-judgement towards this experience. Via Crossley’s (2001) account of the relation between habits and the development of a self-reflexive stance, the paper develops an understanding of agency as distributed across body, mind and context, and which is not fixed in time or space. Drawing on in-depth interviews carried out with students and teachers of mindfulness meditation, the paper analyses the role of dialogue in the practice, and situates it within the wider routines of the participant’s everyday lives.
Abstract.
Lea J, Philo C, Cadman L (2015). ‘It’s a fine line between. self discipline, devotion and dedication’: negotiating authority in the teaching and learning of Ashtanga yoga.
cultural geographies,
23(1), 69-85.
Abstract:
‘It’s a fine line between. self discipline, devotion and dedication’: negotiating authority in the teaching and learning of Ashtanga yoga
This article looks at the production and shaping of the self via Ashtanga yoga, a bodily practice, growing in significance in Western cultures, which can involve a radical form of (re)shaping the self. In particular, it looks at the interaction of external and internal sources of authority, including the yoga student’s own expertise of themselves (experiential authority), the authority of the practice and the authority of the teacher. This allows the article to rethink standard models of authority in educational and ‘spiritualities of life’ literatures, which have generally imagined a top-down singular form of authority, essentially stamped onto the subjects being educated. The article outlines what might enter into a more ‘distributed’ form of authority – being not simply the educator figure (their positionality, status, institutional location, contextualisation within prior fields of knowledge/belief) but also how their exertion of authority meshes (and sometimes conflicts with) the ‘experiential authority’ of the subjects being educated, articulating with their own ‘self-authority’ (what they know, expect and command from themselves, on the basis of countless prior experiences, encounters, interactions, times and spaces). The article draws upon qualitative fieldwork carried out in Brighton, UK.
Abstract.
Philo C, Cadman L, Lea J (2014). New Energy Geographies: a Case Study of Yoga, Meditation and Healthfulness. Journal of Medical Humanities, 36(1), 35-46.
Publications by category
Journal articles
Lea J (In Press). DISABILITY, SPECIAL EDUCATIONAL NEEDS, CLASS, CAPITALS AND SEGREGATION IN SCHOOLS: a POPULATION GEOGRAPHY PERSPECTIVE. Population, Space and Place
Lea J (In Press). Understanding therapeutic massage as a form of bodywork: knowing and working on the (energetic) body. Sociology of Health and Illness
Holt L, Bowlby S, Lea J (2017). Everyone knows me. I sort of like move about’’: the friendships and encounters of young people with Special Educational Needs in different school settings. Environment and Planning A, 49(6), 1361-1378.
Lea J, Cadman L, Philo C (2015). Changing the habits of a lifetime? Mindfulness meditation and habitual geographies.
Cultural Geographies,
22(1), 49-65.
Abstract:
Changing the habits of a lifetime? Mindfulness meditation and habitual geographies
Mindfulness meditation (in the context of Mindfulness Based Stress Reduction and Mindfulness Based Cognitive Therapy) is a reflexive practice that seeks to reduce suffering in the form of depression, anxiety and stress. Through a variety of techniques, mindfulness meditation aims to cultivate awareness of the participant’s current experience (notably their thoughts and feelings), as well as an attitude of non-judgement towards this experience. Via Crossley’s (2001) account of the relation between habits and the development of a self-reflexive stance, the paper develops an understanding of agency as distributed across body, mind and context, and which is not fixed in time or space. Drawing on in-depth interviews carried out with students and teachers of mindfulness meditation, the paper analyses the role of dialogue in the practice, and situates it within the wider routines of the participant’s everyday lives.
Abstract.
Lea J, Philo C, Cadman L (2015). ‘It’s a fine line between. self discipline, devotion and dedication’: negotiating authority in the teaching and learning of Ashtanga yoga.
cultural geographies,
23(1), 69-85.
Abstract:
‘It’s a fine line between. self discipline, devotion and dedication’: negotiating authority in the teaching and learning of Ashtanga yoga
This article looks at the production and shaping of the self via Ashtanga yoga, a bodily practice, growing in significance in Western cultures, which can involve a radical form of (re)shaping the self. In particular, it looks at the interaction of external and internal sources of authority, including the yoga student’s own expertise of themselves (experiential authority), the authority of the practice and the authority of the teacher. This allows the article to rethink standard models of authority in educational and ‘spiritualities of life’ literatures, which have generally imagined a top-down singular form of authority, essentially stamped onto the subjects being educated. The article outlines what might enter into a more ‘distributed’ form of authority – being not simply the educator figure (their positionality, status, institutional location, contextualisation within prior fields of knowledge/belief) but also how their exertion of authority meshes (and sometimes conflicts with) the ‘experiential authority’ of the subjects being educated, articulating with their own ‘self-authority’ (what they know, expect and command from themselves, on the basis of countless prior experiences, encounters, interactions, times and spaces). The article draws upon qualitative fieldwork carried out in Brighton, UK.
Abstract.
Philo C, Cadman L, Lea J (2014). New Energy Geographies: a Case Study of Yoga, Meditation and Healthfulness. Journal of Medical Humanities, 36(1), 35-46.
Holt L, Bowlby S, Lea J (2013). Emotions and the habitus: Young people with socio-emotional differences (re)producing social, emotional and cultural capital in family and leisure space-times. Emotion, Space and Society, 9, 33-41.
Holt L, Lea J, Bowlby S (2012). Special Units for Young People on the Autistic Spectrum in Mainstream Schools: Sites of Normalisation, Abnormalisation, Inclusion, and Exclusion. Environment and Planning a Economy and Space, 44(9), 2191-2206.
Holt L, Lea J, Bowlby S (2012). Special units for young people on the Autistic Spectrum in mainstream schools: sites of normalisation, abnormalisation, inclusion and exclusion. Environment and Planning A: international journal of urban and regional research, 9(44), 2191-2206.
Lea J (2009). Becoming skilled: the cultural and corporeal geographies of teaching and learning Thai Yoga Massage. Geoforum, 3(40), 465-474.
Lea J (2009). Liberation or limitation? Understanding Iyengar Yoga as a practice of the self. Body and Society, 3(15), 71-92.
Lea J (2008). Retreating to nature: rethinking therapeutic landscapes. Area, 1(80), 90-98.
Lea J (2006). Experiencing Festival Bodies: connecting massage and wellness. Tourism Recreation Research, 1(31), 65-75.
Chapters
Asker C, Lucas G, Lea J (2021). Non-representational Approaches to COVID-19. In (Ed) COVID-19 and Similar Futures, Springer Nature, 85-90.
Lea J (2018). Non-representational theory and health geographies. In (Ed)
Routledge Handbook of Health Geography, Routledge, 144-152.
Abstract:
Non-representational theory and health geographies
Abstract.
Lea J, Philo C, Cadman L (2018). Problematising inner-life spiritualities: subjective experiences, enduring moods and present-moment attention in everyday spiritual practices. In (Ed)
Spaces of Spirituality.
Abstract:
Problematising inner-life spiritualities: subjective experiences, enduring moods and present-moment attention in everyday spiritual practices
Abstract.
Cadman L, Philo C, Lea J (2017). Using time-space diaries and interviews to research spiritualities in an ‘everyday context. In Woodhead L (Ed) How to Research Religion: Putting Methods into Practice, OUP.
Lea J, Bowlby S (2016). Behaviourally, emotionally and socially ‘problematic’ students: interrogating emotional governance as a form of exclusionary practice. In Jupp E, Pykett J, Smith F (Eds.)
Emotional States Governing with Feeling in Policymaking Practice and Participation, Routledge.
Abstract:
Behaviourally, emotionally and socially ‘problematic’ students: interrogating emotional governance as a form of exclusionary practice
Abstract.
Lea J, Holt L, Bowlby S (2016). Talking about socio-emotional differences, reproducing ‘Behavioural, Emotional and Social Difficulties’? the use of restorative approaches to justice in schools. In Blazek M, Kraftl P (Eds.) Children’s Emotions in Policy and Practice: Mapping and Making Spaces of Childhood.
Lea J, Bowlby S, Holt L (2015). Reconstituting Social, Emotional and Mental Health Difficulties? the Use of Restorative Approaches to Justice in Schools. In (Ed) Children’s Emotions in Policy and Practice, Springer Nature, 242-258.
Bowlby S, Lea J, Holt L (2014). Learning How to Behave in School: a Study of the Experiences of Children and Young People with Socio-emotional Differences. In (Ed) Informal Education, Childhood and Youth, Springer Nature, 124-139.
Bowlby S, Lea J, Holt L (2014). Learning how to behave in school: a study of the experiences of children and young people with socio-emotional differences. In Mills S, Kraftl P (Eds.) Informal Education, Childhood and Youth: Geographies, Histories, Practices, Palgrave Macmillan.
Lea J (2012). Encountering touch: the “mixed bodies” of Michel Serres’. In Paterson M, Dodge M (Eds.) Touching Space Placing Touch, Ashgate Publishing Company.
Lea J (2011). Liberation or limitation? Understanding Iyengar Yoga as a practice of the self. In Heelas P (Ed)
Spirituality in the Modern World, Routledge.
Abstract:
Liberation or limitation? Understanding Iyengar Yoga as a practice of the self
Abstract.
Woodward K, Lea J (2009). Affective Geographies. In Smith S, Marston S, Pain R, Jones JP (Eds.) Handbook of Social Geography, Sage, 431-484.
Lea J (2009). Post-phenomenology/Post‐phenomenological geographies. In Kitchen R, Thrift N (Eds.) International Encyclopaedia of Human Geography, Oxford: Elsevier, 373-378.
Publications by year
In Press
Lea J (In Press). DISABILITY, SPECIAL EDUCATIONAL NEEDS, CLASS, CAPITALS AND SEGREGATION IN SCHOOLS: a POPULATION GEOGRAPHY PERSPECTIVE. Population, Space and Place
Lea J (In Press). Understanding therapeutic massage as a form of bodywork: knowing and working on the (energetic) body. Sociology of Health and Illness
2021
Asker C, Lucas G, Lea J (2021). Non-representational Approaches to COVID-19. In (Ed) COVID-19 and Similar Futures, Springer Nature, 85-90.
2018
Lea J (2018). Non-representational theory and health geographies. In (Ed)
Routledge Handbook of Health Geography, Routledge, 144-152.
Abstract:
Non-representational theory and health geographies
Abstract.
Lea J, Philo C, Cadman L (2018). Problematising inner-life spiritualities: subjective experiences, enduring moods and present-moment attention in everyday spiritual practices. In (Ed)
Spaces of Spirituality.
Abstract:
Problematising inner-life spiritualities: subjective experiences, enduring moods and present-moment attention in everyday spiritual practices
Abstract.
2017
Holt L, Bowlby S, Lea J (2017). Everyone knows me. I sort of like move about’’: the friendships and encounters of young people with Special Educational Needs in different school settings. Environment and Planning A, 49(6), 1361-1378.
Cadman L, Philo C, Lea J (2017). Using time-space diaries and interviews to research spiritualities in an ‘everyday context. In Woodhead L (Ed) How to Research Religion: Putting Methods into Practice, OUP.
2016
Lea J, Bowlby S (2016). Behaviourally, emotionally and socially ‘problematic’ students: interrogating emotional governance as a form of exclusionary practice. In Jupp E, Pykett J, Smith F (Eds.)
Emotional States Governing with Feeling in Policymaking Practice and Participation, Routledge.
Abstract:
Behaviourally, emotionally and socially ‘problematic’ students: interrogating emotional governance as a form of exclusionary practice
Abstract.
Lea J, Holt L, Bowlby S (2016). Talking about socio-emotional differences, reproducing ‘Behavioural, Emotional and Social Difficulties’? the use of restorative approaches to justice in schools. In Blazek M, Kraftl P (Eds.) Children’s Emotions in Policy and Practice: Mapping and Making Spaces of Childhood.
2015
Lea J, Cadman L, Philo C (2015). Changing the habits of a lifetime? Mindfulness meditation and habitual geographies.
Cultural Geographies,
22(1), 49-65.
Abstract:
Changing the habits of a lifetime? Mindfulness meditation and habitual geographies
Mindfulness meditation (in the context of Mindfulness Based Stress Reduction and Mindfulness Based Cognitive Therapy) is a reflexive practice that seeks to reduce suffering in the form of depression, anxiety and stress. Through a variety of techniques, mindfulness meditation aims to cultivate awareness of the participant’s current experience (notably their thoughts and feelings), as well as an attitude of non-judgement towards this experience. Via Crossley’s (2001) account of the relation between habits and the development of a self-reflexive stance, the paper develops an understanding of agency as distributed across body, mind and context, and which is not fixed in time or space. Drawing on in-depth interviews carried out with students and teachers of mindfulness meditation, the paper analyses the role of dialogue in the practice, and situates it within the wider routines of the participant’s everyday lives.
Abstract.
Lea J, Bowlby S, Holt L (2015). Reconstituting Social, Emotional and Mental Health Difficulties? the Use of Restorative Approaches to Justice in Schools. In (Ed) Children’s Emotions in Policy and Practice, Springer Nature, 242-258.
Lea J, Philo C, Cadman L (2015). ‘It’s a fine line between. self discipline, devotion and dedication’: negotiating authority in the teaching and learning of Ashtanga yoga.
cultural geographies,
23(1), 69-85.
Abstract:
‘It’s a fine line between. self discipline, devotion and dedication’: negotiating authority in the teaching and learning of Ashtanga yoga
This article looks at the production and shaping of the self via Ashtanga yoga, a bodily practice, growing in significance in Western cultures, which can involve a radical form of (re)shaping the self. In particular, it looks at the interaction of external and internal sources of authority, including the yoga student’s own expertise of themselves (experiential authority), the authority of the practice and the authority of the teacher. This allows the article to rethink standard models of authority in educational and ‘spiritualities of life’ literatures, which have generally imagined a top-down singular form of authority, essentially stamped onto the subjects being educated. The article outlines what might enter into a more ‘distributed’ form of authority – being not simply the educator figure (their positionality, status, institutional location, contextualisation within prior fields of knowledge/belief) but also how their exertion of authority meshes (and sometimes conflicts with) the ‘experiential authority’ of the subjects being educated, articulating with their own ‘self-authority’ (what they know, expect and command from themselves, on the basis of countless prior experiences, encounters, interactions, times and spaces). The article draws upon qualitative fieldwork carried out in Brighton, UK.
Abstract.
2014
Bowlby S, Lea J, Holt L (2014). Learning How to Behave in School: a Study of the Experiences of Children and Young People with Socio-emotional Differences. In (Ed) Informal Education, Childhood and Youth, Springer Nature, 124-139.
Bowlby S, Lea J, Holt L (2014). Learning how to behave in school: a study of the experiences of children and young people with socio-emotional differences. In Mills S, Kraftl P (Eds.) Informal Education, Childhood and Youth: Geographies, Histories, Practices, Palgrave Macmillan.
Philo C, Cadman L, Lea J (2014). New Energy Geographies: a Case Study of Yoga, Meditation and Healthfulness. Journal of Medical Humanities, 36(1), 35-46.
2013
Holt L, Bowlby S, Lea J (2013). Emotions and the habitus: Young people with socio-emotional differences (re)producing social, emotional and cultural capital in family and leisure space-times. Emotion, Space and Society, 9, 33-41.
2012
Lea J (2012). Encountering touch: the “mixed bodies” of Michel Serres’. In Paterson M, Dodge M (Eds.) Touching Space Placing Touch, Ashgate Publishing Company.
Holt L, Lea J, Bowlby S (2012). Special Units for Young People on the Autistic Spectrum in Mainstream Schools: Sites of Normalisation, Abnormalisation, Inclusion, and Exclusion. Environment and Planning a Economy and Space, 44(9), 2191-2206.
Holt L, Lea J, Bowlby S (2012). Special units for young people on the Autistic Spectrum in mainstream schools: sites of normalisation, abnormalisation, inclusion and exclusion. Environment and Planning A: international journal of urban and regional research, 9(44), 2191-2206.
2011
Lea J (2011). Liberation or limitation? Understanding Iyengar Yoga as a practice of the self. In Heelas P (Ed)
Spirituality in the Modern World, Routledge.
Abstract:
Liberation or limitation? Understanding Iyengar Yoga as a practice of the self
Abstract.
2009
Woodward K, Lea J (2009). Affective Geographies. In Smith S, Marston S, Pain R, Jones JP (Eds.) Handbook of Social Geography, Sage, 431-484.
Lea J (2009). Becoming skilled: the cultural and corporeal geographies of teaching and learning Thai Yoga Massage. Geoforum, 3(40), 465-474.
Lea J (2009). Liberation or limitation? Understanding Iyengar Yoga as a practice of the self. Body and Society, 3(15), 71-92.
Lea J (2009). Post-phenomenology/Post‐phenomenological geographies. In Kitchen R, Thrift N (Eds.) International Encyclopaedia of Human Geography, Oxford: Elsevier, 373-378.
2008
Lea J (2008). Retreating to nature: rethinking therapeutic landscapes. Area, 1(80), 90-98.
2006
Lea J (2006). Experiencing Festival Bodies: connecting massage and wellness. Tourism Recreation Research, 1(31), 65-75.
