scholarly journals Daring in dance–Bachelor Students in Dance Developing Life Skills for the 21st Century

2020 ◽  
Vol 11 (2) ◽  
pp. 30-40
Author(s):  
Irene Velten Rothmund
Keyword(s):  
Transformative Learning ◽  
Learning Process ◽  
Lived Experiences ◽  
Life Skills ◽  
Dance Education ◽  
Fear Of Failure ◽  
Contemporary Dance ◽  
Embodied Experiences ◽  
Professional Dancer ◽  
Phd Thesis

Abstract This article investigates how to find connections between dance education and the development of life skills for the 21st century by interpreting students’ experiences of daring in dance. The article draws on a section of my PhD thesis that focuses on BA students’ lived experiences in modern and contemporary dance. The project is informed by hermeneutic phenomenology, and the material consists of eleven students log books and interviews. One of the main themes in the material is daring in dance, which is connected to a transformative learning process. In this article I dig more deeply into the embodied dimension of such learning process and discuss how the result of this process can be interpreted as developing life skills for the 21st century. The analysis shows that becoming a professional dancer is a vulnerable process, encompassing both fear of failure and learning to trust one’s own competencies. Several of these competencies point toward skills recognised as important to learning in the 21st century, such as flexibility, problem solving, self-direction and social skills. By focusing on everyday embodied experiences of daring in dance, this research provides one example of the development of life skills in higher education based in empirical research.

A Body of Accents

2018 ◽  
Vol 9 (1) ◽  
pp. 44-51
Author(s):  
Ami Skånberg Dahlstedt
Keyword(s):  
Performing Arts ◽  
Dance Education ◽  
Cultural Exchange ◽  
Foreign Accent ◽  
Contemporary Dance ◽  
Cultural Roots ◽  
Professional Dance ◽  
Year 2000 ◽  
Exchange Programmes ◽  
Nihon Buyo

Abstract Dance practice is often hidden inside dance studios, where it is not available for dialogue or interdisciplinary critique. In this paper, I will look closer at one of the accents that my body has held since the year 2000. To Swedish dance academies, it is perhaps the most foreign accent I have in my dance practice. It has not been implemented as ‘professional dance’ in Western dance studios. This foreign accent is called Nihon Buyō, Japanese dance, also known as Kabuki dance. Nihon Buyō, Nō or Kabuki are local performing arts practices for professional performers in Japan. A few foreigners are familiar with these practices thanks to cultural exchange programmes, such as the yearly Traditional Theatre Training at Kyoto Art Centre. There is no religious spell cast over the technique or a contract written that it must be kept secret or that it must not leave the Japanese studio or the Japanese stage. I will compare how dance is being transmitted in the studio in Kyoto with my own vocational dance education of many years ago. Are there similarities to how the female dancer’s body is constructed? Might there be unmarked cultural roots and invisible originators of the movements we are doing today in contemporary dance?

”To allow oneself to dance….”

2010 ◽  
Vol 1 (1) ◽  
pp. 30-44
Author(s):  
Gunn Engelsrud
Keyword(s):  
Dance Education ◽  
Contemporary Dance ◽  
Relational Experiences ◽  
Professional Dance ◽  
In The Beginning ◽  
Individual Training

Abstract The purpose of the article is to illuminate the experiences of young dancers working with their own individual training in a context of contemporary dance education. Through a three-year programme, the students have kept logbooks and developed material based on the question: What were the essential experiences of individual training today? From having a focus on training strength, mobility, resilience, stamina and balance in the beginning, they often reoriented their training so as to give themselves the space to relate to and create confidence that their own subjective and relational experiences have validity in a professional dance context. As young, prospective professionals they learn gradually that what they experience is “not wrong”, but an expression of “where they are”. Their experiences contribute to the questioning of “narrow” definitions which a number of dance researchers also do today.

scholarly journals Ground, Warmth, and Light: Facilitating Conditions for Reflection and Transformative Dialogue

2016 ◽  
Vol 2 (2) ◽  
pp. 169 ◽  
Author(s):  
Kaisu Mälkki ◽  
Larry Green
Keyword(s):  
Learning Environment ◽  
Transformative Learning ◽  
Learning Process ◽  
Facilitating Conditions ◽  
The Way

<p>In this paper we look into the conditions in which dialogue could be utilized to facilitate transformative learning and reflection. We explore the notion of a safe and accepting learning environment from the relational and phenomenological viewpoint, and analyze what it actually means and how it may be developed. We understand facilitating conditions as an inseparable aspect of the learning process similarly to the way a greenhouse supplies right conditions to facilitate the growth of the plant. Similarly as the ground, warmth and light play their essential roles in the growing of the plant, in our paper we offer conceptual tools to understand the dynamics of safe and accepting learning environment in facilitating the processes of reflection and transformative learning.</p>

scholarly journals Teachers’ Lived Experiences about Teaching-Learning Process in Multi-Grade Classes

2017 ◽  
Vol 6 (4) ◽  
pp. 354 ◽  
Author(s):  
Seyyed Heshmatollah Mortazavizadeh ◽  
Mohammad Reza Nili ◽  
Ahmad Reza Nasr Isfahani ◽  
Mohammad Hassani
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Lived Experiences ◽  
Local Community ◽  
Sampling Technique ◽  
Learning Activities ◽  
Learning Materials ◽  
Statistical Population ◽  
Phenomenological Studies ◽  
Teaching Learning

This study seeks to recognize teachers’ lived experiences about teaching-learning process in multi-grade classes. The approach of the study is qualitative under the rubric of phenomenological studies. The statistical population consisted of the teachers of multi-grade classes in a non-prosperous province and a prosperous one. 14 teachers were selected using criterion sampling technique for an interview. The interviews were recorded and transcribed with the interviewees’ permission; and they were analyzed using Creswell data analysis. In order to evaluate the validity of the questions, the viewpoints of experts in the field of educational sciences as well as some teachers experienced in multi-grade classes were taken into account. The reliability was approved through examination by the participants and asking from counterparts. The results showed that teachers of multi-grade classes in both provinces had similar views on using teaching methods, determining learning activities and grouping methods. However, they did not have the same views on determining the type of learning materials and resources. The results show that in multi-grade classes various teaching methods such as peer teaching and integrated teaching, leading resources and materials such as the local community, nature, and discarded materials and objects, different grouping methods such as adjacent grouping, row grouping, and sex grouping, and finally various learning activities including self learning and peer learning are utilized. Multi-grade teachers in the two provinces have similar viewpoints regarding teaching methods, learning activities, and grouping methods, but are of different viewpoints on kinds of learning materials and resources.

Exploring My Images of Mathematics and Its Influence on Learning

2020 ◽  
Vol 11 ◽  
pp. 23-48
Author(s):  
Basanta Raj Lamichhane
Keyword(s):  
Mathematics Education ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Lived Experiences ◽  
Quality Standards ◽  
Ethnographic Research ◽  
Transformative Learning Theory ◽  
Pedagogical Approach ◽  
Negative Images ◽  
Teaching Learning

The major aim of this paper is to explore my images of mathematics and its influences on my teaching-learning strategies. I have employed an auto/ethnographic research design to excavate my lived experiences largely informed by interpretive and critical paradigms. To generate field texts dialectical and historical-hermeneutic approaches have been used. The Habermas’ knowledge constitutive interest and Mezorows’ transformative learning theory were used as theoretical referents. The writing as a process of inquiry has been used to create layered texts through thick descriptions of the contexts, critical self-reflexivity, transparent and believable writing aiming to ensure the quality standards of the research. The research illuminates that most of the negative images of mathematics have been emerged by the conventional transmissionist ‘one-size-fits-all’ pedagogical approach. Likewise, it has indicated that to transform mathematics education practices towards more empowering, authentic, and inclusive ones, it must be necessary to shift in paradigms of teaching and practitioners’ convictions, beliefs, values, and perspectives as well.

Schools as Driver of Social Innovation and Territorial Development

2015 ◽  
Vol 6 (4) ◽  
pp. 64-74 ◽  
Author(s):  
Carlo Giovannella
Keyword(s):  
Social Capital ◽  
Learning Process ◽  
Life Skills ◽  
Social Innovation ◽  
Systemic Approach ◽  
Territorial Development ◽  
Adequate Level ◽  
The Social ◽  
Key Issues

This contribution is intended to describe the rationale of a project, in progress, that aims at recovering the centrality of the school through a systemic approach adopting the Design Based Learning as an operative framework of reference capable to foster: (a) the acquisition of an adequate level of LIFE skills by all actors of the learning process (students, teachers, etc.); (b) meaningful collaboration and participation, aimed at achieving social and territorial development; (c) an increase of the social capital. Key issues related to the implementation of the framework and to the training of the teachers expected to manage the process are discussed and recommendation given.

Disabling organizational spaces: Exploring the processes through which spatial environments disable employees with impairments

Organization ◽  
2020 ◽  
pp. 135050841989469 ◽  
Author(s):  
Koen Van Laer ◽  
Eline Jammaers ◽  
Wendy Hoeven
Keyword(s):  
Lived Experiences ◽  
Social Inclusion ◽  
Spatial Understanding ◽  
Spatial Practice ◽  
Embodied Experiences ◽  
Disabled Employees ◽  
Physical Comfort ◽  
Relations Of Power ◽  
Organizational Literature ◽  
The Ideal

Adopting a Lefebvrian perspective that draws attention to the connection between space and power, this study aims to contribute to the organizational literature by offering an in-depth understanding of the processes through which organizational spaces can disable employees with impairments and contribute to the unequal power relations between disabled and non-disabled employees. Based on 65 interviews, it shows how organizational spaces can disable employees with impairments through disabling productivity, social inclusion, independence, and physical comfort and safety. A first contribution this allows this study to make is identifying the different aspects involved in the production of ableist organizational spaces and the way they are connected to the relations of power between disabled and non-disabled employees. It shows how ableist organizational spaces are conceived in an ableist way, become dominated by ableist spatial practice and infuse lived experiences with ableism. Second, this study extends debates on disability in organizations by offering a spatial understanding of ableist notions of the ‘ideal employee’, the reproduction of ableist discourses, and embodied experiences of ableism in organizations. A third contribution this article makes is providing an understanding of the strategies employers and disabled employees use to (attempt to) manage ableist organizational spaces. It argues that as these strategies mainly aim to secure productive participation, they do not address, or can even contribute to, other disabling processes. In this way, they not only reproduce relations of power between employers and disabled employees but also do not fundamentally challenge those between disabled and non-disabled employees.

scholarly journals Experiencing Transformative Learning: An Autoethnographic Journey through Ethical Dilemma Story Pedagogy (EDSP)

2019 ◽  
Vol 7 ◽  
pp. 227-244
Author(s):  
Kashiraj Pandey
Keyword(s):  
Cultural Heritage ◽  
Transformative Learning ◽  
Subject Matter ◽  
Ethical Dilemma ◽  
Lived Experiences ◽  
The Self ◽  
Research Participants ◽  
The Subject

I believe our cultural heritage has so much potential for creating new forms of knowing about the self, others, community, and environment while also revealing the interconnected spaces and realities that reside between cultures and people. The Nepalese heritage encompasses through a rich tradition of narratives in storying. For the purpose of present research, I composed two ethical dilemma stories and discussed them in classrooms with a critically reflective understanding of the subject matter where I utilised the local, lived contexts and characters from the Nepalese society. The results have shown that this study, with the use of ethical dilemma stories as a key tool to interact with the research participants, gave sufficient challenges and possibilities for transformative learning. Therefore, the aim of this paper is to explore the unification of my personal, professional, and cultural spheres that are focused on the importance of transformative learning using an autoethnographic methodology. The paper also tries to document my lived experiences through stories as the understanding of my own self, other selves, and cultures around me.

Sign in / Sign up

Export Citation Format

Share Document