Carnival as Inclusive Education: exploring carnival arts in the curriculum

Burgess-Macey, Celia

doi:10.2304/forum.2001.43.1.6

Cited by 4 publications

(1 citation statement)

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“…As Kholi (1999, p. 324) asserts, "Not only does language and discourse produce subjects, but also produces culture and nation." Although the teaching and learning practices in the mas' camp have not been the focus of many scholars in education, a few have begun to view it as making a valuable contribution to curriculum development (see Burgess-Macey, 2001Liverpool, 1990). My research adds to the discourse and pronounces that mas' making can make a contribution to our understanding of the role that mas' art can make to our understanding of pedagogy.…”

Section: Socio-cultural-historical Contextsmentioning

confidence: 99%

Mas' Making and Pedagogy: Imagined Possibilities

Fournillier

2014

TQR

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In this article I draw on an ethnographic case study that examined mas makers perceptions of the learning/teaching practices at work in the production of costumes for Trinidad and Tobagos annual Carnival celebrations. During the 2005 Carnival season I spent four months in the field, my country of birth, and collected data through participant observation, still photographs, and informal and semi-formal autobiographical interviews. I used Spradleys (1979, 1980) domain and componential analysis and Goodenoughs (1971) propriospect in my description, analysis, and interpretation of the data resources. In this article, I apply the notion of performance art pedagogy to these findings. In so doing, I explore imagined possibilities and implications for the institutionalized educational system that Caribbean scholars claim are in an era of re-conceptualization. I challenge fellow educators to reconsider what counts as learning and what learning counts (Green & Luke, 2006), in our efforts to provide education for all.

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Section: Socio-cultural-historical Contextsmentioning

confidence: 99%