scholarly journals DISCUSSÕES SOBRE GÊNERO NAS DANÇAS DE SALÃO: VAMOS DIALOGAR?

polemica ◽  
2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Livia Marafiga Monteiro
Keyword(s):  
Gender Equality ◽  
Teaching And Learning ◽  
The Body ◽  
Social Constructions ◽  
Ballroom Dancing ◽  
Learning Practices ◽  
The Social ◽  
Social Dances ◽  
Dominant Paradigm

Resumo: O presente ensaio tem como objetivo discorrer sobre a importância de expandir os horizontes comunicacionais nas danças de salão, também conhecidas em sua origem por danças sociais, propondo uma forma de dançar que seja mais flexível, trazendo mais liberdade para os corpos e suas movimentações, sugerindo o desenvolvimento da escuta corporal mútua que possibilitará a condução compartilhada e o consequente diálogo entre corpos. A condução compartilhada surge especialmente para dar visibilidade à ação das mulheres, para que possam expressar uma postura mais ativa na dança. Esse trabalho adotou como método a pesquisa bibliográfica, com o objetivo de correlacionar as bases históricas das principais configurações das danças a dois, bem como as construções sociais dos papéis de mulheres e homens na sociedade, na época em que surgiram essas danças. O propósito é investigar o paradigma dominante, em que existem papéis distintos a serem desempenhados por damas e cavalheiros e o corpo acaba sendo compreendido apenas como um executor de passos. É também objetivo deste ensaio instigar professoras e professores a questionarem suas práticas de ensino e aprendizagem, para que proponham alterações em suas formas metodológicas de ensinar, a fim de que a prática da dança de salão não aconteça descontextualizada dos acontecimentos sociais de ordem contemporânea.Palavras-chave: Danças de salão. Igualdade de gênero. Diálogo corporal. Ensino da dança.Abstract: This essay aims to discuss the importance of expanding communicational horizons in ballroom dances, also known in its origins as social dances, proposing a way of dancing that is more flexible, bringing more freedom to bodies and their movements, suggesting the development of mutual bodily listening that will enable shared conduct and the consequent dialogue between bodies. Shared driving emerges especially for to give visibility to women's actions, so that they can express a more active posture in dance. This work adopted bibliographical research as a method, with the objective of correlating the historical bases of the main configurations of the two dances, as well as the social constructions of the roles of women and men in society, at the time these dances emerged. The purpose is to investigate the dominant paradigm, in which there are distinct roles to be played by ladies and gentlemen and the body ends up being understood only as a performer of steps. It is also the objective of this essay to instigate teachers and teachers to question their teaching and learning practices, so that they propose changes in their methodological ways of teaching, so that the practice of ballroom dancing does not happen out of context from contemporary social events.Keywords: Salon dances. Gender equality. Body dialogue. Dance teaching.

The Affective Turn in Educational Theory

2021 ◽  
Author(s):  
Michalinos Zembylas
Keyword(s):  
Teaching And Learning ◽  
Educational Theory ◽  
The Body ◽  
Theory And Practice ◽  
Emotional States ◽  
Affect Studies ◽  
The Social ◽  
Political Theories ◽  
Teachers And Students ◽  
Historically Situated

The “affective turn” in the humanities and social sciences has developed some of the most innovative and productive theoretical ideas in recent years, bringing together psychoanalytically informed theories of subjectivity and subjection, theories of the body and embodiment, and political theories and critical analysis. Although there are clearly different approaches in the affective turn that range from psychoanalysis, poststructuralism, (post-)Deleuzian perspectives, theories of the body, and embodiment to affective politics, there is a substantial turn to the intersections of the social, cultural, and political with the psychic and the unconscious. The affective turn, then, marks a shift in thought in critical theory through an exploration of the complex interrelations of discursive practices, the human body, social and cultural forces, and individually experienced but historically situated affects and emotions. Work in this area has become known as “critical emotion studies” or “critical affect studies.” Just as in other disciplinary areas, there has been a huge surge of interest in education concerning the study of affect and emotion. Affect and emotion have appeared and reappeared in educational theory and practice over the past several decades through a variety of theoretical lenses. For psychologists working with theories of cognition, for example, the meaning of these terms is very different compared to that of a sociologist or philosopher using social or political theories of power. In general, psychologists investigate emotional states and their impact on the body and mind/cognition, whereas “affect” is a much broader term denoting modes of influence, movement, intensity, and change. Within these two meanings—a more psychologized notion focused on the “emotions” as these are usually understood and a more wider perspective on “affect” highlighting difference, process, and force—the affective turn in education expands our thinking and research by attempting to enrich our understanding of how teachers and students are moved, what inspires or pains them, how feelings and memories play into teaching and learning. The affective turn, then, is a particular and particularly focused set of ideas well worth considering, especially because it enables power critiques of various kinds. What the affective turn contributes to education and other disciplines is that it draws attention to the entanglement of affects and emotions with everyday life in new ways. More importantly, the affective turn creates important ethical, political, and pedagogical openings in educators’ efforts to make transformative interventions in educational spaces.

The Classification of Style

2017 ◽  
Author(s):  
Joanna Bosse
Keyword(s):  
Middle Class ◽  
Social Order ◽  
Western Europe ◽  
The Body ◽  
Symbolic Resources ◽  
The Social ◽  
Social Dances ◽  
Ballroom Dance ◽  
High Degree

This chapter introduces the reader to to the tenets of ballroom dance by focusing on the various classificatory systems used in social dances. It begins with a discussion of the “ballroom umbrella” and the wealth of symbolic resources it encompasses, first by considering dancesport and social dancing, followed by an analysis of International and American styles of ballroom performance. It then examines four themes that emerge from classificatory systems: an emphasis on a high degree of specialization in performance; the demonstration of control over the body and its movement; the rationalization of movement and the ideas articulated by it, especially as mediated by language and other symbols; and an association with Western Europe. The chapter suggests that dance classifications also function as social classifications that serve to stratify individuals and groups according to their perception of the social order. More specifically, they articulate the betwixt-and-between-ness that characterizes the American middle class.

Poetics of Piety: Genre, Self-Fashioning, and the Mappila Lifescape

2015 ◽  
Vol 26 (3) ◽  
pp. 423-441 ◽  
Author(s):  
ARAM KUZHIYAN MUNEER
Keyword(s):  
Literary Culture ◽  
Vantage Point ◽  
The Body ◽  
Cultural Value ◽  
Social Production ◽  
South Indian ◽  
The Social ◽  
Indian State ◽  
The Subject ◽  
Dominant Paradigm

Notwithstanding a recent resurgence of scholarly interest in what one may call “Mappila Studies”—the body of scholarship on the Muslims of Malabar in the Malayalam-speaking South Indian state of Kerala—research on this community still leaves too much to be desired. As for the fate of Mappilaliterary culturewithin this incipient field of study, scholars have either given short shrift to or painted in broad brushstrokes the impressive literary legacy of the Mappila Muslims of Malabar despite its enormous historic/al and socio-cultural value.2That said, even the tiny array of scholarly works, mostly by Malayali scholars, that seeks to treat of Mappila literature has largely approached the subject, I argue, from a provincialised “literary” vantage point, thereby reducing the whole of Mappila narratives to mere aesthetic artifacts having no bearing upon the lives of Mappilas. I call this dominant paradigm of doing Mappila literature “literarisation”—that is, fetishising the “literariness” of text by privileging its formal, stylistic, and aesthetic features over its social tone and life. This view assumes text to be a domain of symbols separable from a domain of practice and disregards the social production of text which cannot be abstracted out from the materialities giving shape to it.3

The Work of Code Switching

2018 ◽  
Vol 25 (3-4) ◽  
pp. 190-207
Author(s):  
Jackie Krasas
Keyword(s):  
Labor Market ◽  
Social Life ◽  
Soft Skills ◽  
Code Switching ◽  
The Body ◽  
Power Dynamics ◽  
Social Constructions ◽  
Gender And Race ◽  
The Social ◽  
Service Oriented

Abstract Although the term “code switching” arose in linguistic contexts, its meaning has broadened to include shifting the use of language, interactions, appearance, and the body in all areas of social life. Uncritical applications of the concept render invisible the normative nature and power dynamics along familiar dimensions of social inequality such as gender and race. “Whiteness” and “maleness” often become cast as the neutral standards against which all else is judged and are rarely revealed as the social constructions that they are. The result is the call for non-dominant groups to assimilate. In employment, we see this call for assimilation often under the guise of “soft skills,” with particular reference made to the needs of a postindustrial service-oriented labor market. Cast in terms of skill, the heightened demand for code switching in employment promises to reproduce and even intensify existing labor market inequalities along the lines of gender and race.

scholarly journals Identitas Diri dan Makna Guru Profesional sebagai Komunikator Pendidikan (Perspektif Fenomenologis)

2016 ◽  
Vol 1 (1) ◽  
pp. 1-20
Author(s):  
Nur Ainiyah
Keyword(s):  
Social Environment ◽  
Social Life ◽  
Teaching And Learning ◽  
Professional Competence ◽  
Teaching Experience ◽  
Teaching Profession ◽  
The Body ◽  
School Life ◽  
Audience Analysis ◽  
The Social

In communications education, teaching and learning process is a process of communication that puts the teacher as a communicator or message source education. A communicator of education is required to have professional skills review which is known with academic competence. So the teacher said as a professional teacher if have pedagogic competence, competence personality, social competence and professional competence. Besides the social reality a teacher could must maintain status and role of social by a good attitude and action, teaching profession because in different employees generally. Employees other than teachers, when it had been completed the responsibilities of work in the office can home without Having to act and act like in the office when you're hearts social environment. A teacher with identity he always keeping good temperament in the social environment of the school and environment place he worked. Of course this is a long process in the construction of identity a teacher, teaching experience, time and the decade has passed an externalization process of internalization and its importance on identity that brought. Thus meaning the identity of the teacher to make as a source of Inspiration in school life and social life. And this certainly is correlated with him self as a communicator from the education to make him self not only as a communicator from the education not only as the Source of message but someone (a teacher) that has credibility communicator namely traffic rhetoric, listeners which is good, persuasive, performance keeping, audience analysis, language keeping the body language and use media right so that the process of communication education he becoming the credible communicator.

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

Fictions of the Human Right to Health: Writing Against the Postcolonial Exotic in Western Medicine

2018 ◽  
Author(s):  
Rosemary J. Jolly
Keyword(s):  
Health Research ◽  
Western Medicine ◽  
Scientific Method ◽  
Medical Humanities ◽  
Right To Health ◽  
The Body ◽  
Health And Wellness ◽  
Human Right ◽  
Cultural Specificity ◽  
The Social

The last decade has witnessed far greater attention to the social determinants of health in health research, but literary studies have yet to address, in a sustained way, how narratives addressing issues of health across postcolonial cultural divides depict the meeting – or non-meeting – of radically differing conceptualisations of wellness and disease. This chapter explores representations of illness in which Western narrators and notions of the body are juxtaposed with conceptualisations of health and wellness entirely foreign to them, embedded as the former are in assumptions about Cartesian duality and the superiority of scientific method – itself often conceived of as floating (mysteriously) free from its own processes of enculturation and their attendant limits. In this respect my work joins Volker Scheid’s, in this volume, in using the capacity of critical medical humanities to reassert the cultural specificity of what we have come to know as contemporary biomedicine, often assumed to be

Linguistics: A Rhetor's Guide

1994 ◽  
Vol 12 (2) ◽  
pp. 211-226 ◽  
Author(s):  
Dick Leith
Keyword(s):  
Discourse Analysis ◽  
Academic Disciplines ◽  
Primary Concern ◽  
Social Formation ◽  
Text Linguistics ◽  
The Social ◽  
Language Study ◽  
Recent Trends ◽  
Linguistic Inquiry ◽  
Dominant Paradigm

Abstract: To non-specialists, academic disciplines invariably seem homogeneous, even monolithic. But even a relatively young discipline such as modem linguistics is more diverse in its procedures and concerns than might appear to those working in other fields. In this paper I attempt to show how certain kinds of linguistic inquiry might be relevant to those whose primary concern is rhetoric. I argue that these practices are often opposed to what I call the dominant paradigm in modern linguistics, with its commitment to abstraction and idealization. I discuss first those strands of linguistics, such as discourse analysis, text-linguistics, and stylistics, which tend to take the social formation for granted; I end by considering recent trends in so-called critical language study. Finally, I offer some thoughts on how linguistics may proceed in order to achieve a more programmatic rapprochement with rhetoric.

Race and the Epigenetics of Memory

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Gabriela Soto Laveaga
Keyword(s):  
Social Construction ◽  
Dna Analysis ◽  
Historical Context ◽  
Neural Function ◽  
Social Constructions ◽  
Race Science ◽  
The Social ◽  
Black Bodies ◽  
Dead Bodies ◽  
Lasting Change

In my brief response to Terence Keel’s essay “Race on Both Sides of the Razor,” I focus on something as pertinent as alleles and social construction: how we write history and how we memorialize the past. Current DNA analysis promises to remap our past and interrogate certainties that we have taken for granted. For the purposes of this commentary I call this displacing of known histories the epigenetics of memory. Just as environmental stimuli rouse epigenetic mechanisms to produce lasting change in behavior and neural function, the unearthing of forgotten bodies, forgotten lives, has a measurable effect on how we act and think and what we believe. The act of writing history, memorializing the lives of others, is a stimulus that reshapes who and what we are. We cannot disentangle the discussion about the social construction of race and biological determinism from the ways in which we have written—and must write going forward—about race. To the debate about social construction and biological variation we must add the heft of historical context, which allows us to place these two ideas in dialogue with each other. Consequently, before addressing the themes in Keel’s provocative opening essay and John Hartigan’s response, I speak about dead bodies—specifically, cemeteries for Black bodies. Three examples—one each from Atlanta, Georgia; Rio de Janeiro, Brazil; and Mexico—illustrate how dead bodies must enter our current debates about race, science, and social constructions. 

A body without a head

2020 ◽  
Author(s):  
Ali Chavoshian ◽  
Sophia Park
Keyword(s):  
Liberation Theology ◽  
The Body ◽  
Women's Spirituality ◽  
Passive Condition ◽  
Sexual Identities ◽  
Logical Square ◽  
The Social ◽  
Feminine Sexuality ◽  
Body Shapes ◽  
Body Theory

Along with the recent development of various theories of the body, Lacan’s body theory aligns with postmodern thinkers such as Michael Foucault and Maurice Merlot-Ponti, who consider body social not biological. Lacan emphasizes the body of the Real, the passive condition of the body in terms of formation, identity, and understanding. Then, this condition of body shapes further in the condition of bodies of women and laborers under patriarchy and capitalism, respectively. Lacan’s ‘not all’ position, which comes from the logical square, allows women to question patriarchy’s system and alternatives of sexual identities. Lacan’s approach to feminine sexuality can be applied to women’s spirituality, emphasizing multiple narratives of body and sexual identities, including gender roles. In the social discernment and analysis in the liberation theology, we can employ the capitalist discourse, which provides a tool to understand how people are manipulated by late capitalist society, not knowing it. Lacan’s theory of ‘a body without a head’ reflects the current condition of the human body, which manifests lack, yet including some possibilities for transforming society.

Sign in / Sign up

Export Citation Format

Share Document