2015
DOI: 10.1111/1467-9655.12290
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Crafting fidelity: pedagogical creativity in kathak dance

Abstract: Through a phenomenological account of apprenticeship in the North Indian dance form of kathak, I show how skills are adapted and changed through the ingenuity and innovation required in teaching to new generations of students. The traditional pedagogical model for learning in the Indian arts, the guru‐shishya parampara (master‐disciple relationship), has historically been based on imitative and repetitive pedagogies. Yet close examination reveals less conspicuous forms of creativity at work in the process of r… Show more

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Cited by 11 publications
(4 citation statements)
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“…It matches, in particular, real-life pedagogical interventions in which teachers reduce the degrees of freedom of their learners’ movements. Downey [ 50 ] reports on this aspect of teaching in the case of the Brazilian martial art of capoeira, and [ 51 ] finds similar interventions from masters teaching kathak dance. Constraining interventions are also frequent in various sports involving athleticism, such as judo and swimming [ 7 ].…”
Section: Modelmentioning
confidence: 99%
“…It matches, in particular, real-life pedagogical interventions in which teachers reduce the degrees of freedom of their learners’ movements. Downey [ 50 ] reports on this aspect of teaching in the case of the Brazilian martial art of capoeira, and [ 51 ] finds similar interventions from masters teaching kathak dance. Constraining interventions are also frequent in various sports involving athleticism, such as judo and swimming [ 7 ].…”
Section: Modelmentioning
confidence: 99%
“…My fieldnotes comment on my frustration after this episode (similar ones would follow), and my initial conclusion was that Chan was simply a bad teacher, who was incapable of creating what theorists of learning call 'scaffolding', in other words, making complex procedures more accessible by breaking them down, simplifying, or accompanying the student's gestures (Downey 2008;Bruner, Wood, and Ross 1976). Scholars have reflected on the skills of the teacher developing at the same time as the skills of the learner (Dalidowicz 2015). But at the time, I was reflecting that scholars have actually not paid attention to teachers who are simply bad teachers, who are not able to convey procedures that appear obvious to them but are not for a novice.…”
Section: 'No Progress'mentioning
confidence: 99%
“…Ethnographic accounts of training seminars for bureaucrats tend to take the perspective of the trainees, examining how they accept and resist what they learn in them (Babül , ; Firat ). Complementing this scholarship, the present article takes the trainers – experts in demography – as its focus, exploring how their multiple motivations and pedagogical strategies come to affect and even determine the forms of knowledge produced in these engagements (Dalidowicz ).…”
mentioning
confidence: 99%