Embodied Reimagining of Pedagogical Places/Spaces

Sinha, Shilpi; Bryzzheva, Lyudmila

doi:10.1080/00131946.2011.647149

Cited by 2 publications

(1 citation statement)

References 10 publications

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“…Teachers intuitively know that space: it is always before them. (Sinha & Beyzzheva, 2012; Totusek & Station-Spicer, 1982; Tupper, Carson, Johnson & Mangat, 2008) But Massey, a western philosopher who is interested in the concept of social space, says of this space: One of the recurring motifs in what follows is just how little, actually, space is thought about explicitly. Nonetheless, the persistent associations leave a residue of effects.…”

Section: Methodsmentioning

confidence: 99%

A Deeper Understanding of Cultural Safety, Colonising and Seating in a Teacher Education Program: A Preliminary Study

Harrison

McKay

Trimble

2017

AJIE

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This preliminary study considers the implications of where students of Aboriginal descent sat in a teacher education classroom, its significance in relation to the space of the classroom, the importance of the place to the individual and its links to creating a climate of cultural safety in the classroom. Six students from two cohorts of varying sizes were interviewed as to why they sat where they did in the classroom and why the place where they sat remained relatively stable. The study uses quotations from the students and reflectively seeks to understand their experience in the class. Risking themselves in a university context which itself is the product of the very colonisers who created the conditions for cultural genocide through residential schools. It is tentatively concluded that where First People sit in the classroom maybe reflective of the territory to which they belong.

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Section: Methodsmentioning

confidence: 99%

A Deeper Understanding of Cultural Safety, Colonising and Seating in a Teacher Education Program: A Preliminary Study

Harrison

McKay

Trimble

2017

AJIE

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Collaborative Directing and Teaching

Huber¹,

McRae²

2014

Departures in Critical Qualitative Research

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In this essay, the relationship between directing and critical approaches to pedagogy is considered as a starting place for theorizing directing as an act of critical performative pedagogy. Performance and directing create opportunities for relational, collaborative, and experiential approaches to students, learning, and the classroom. Connecting critical approaches to pedagogy with the act of directing offers new ways of conceptualizing both the act and the role of the director, as well as transforms the way we approach and work to enact critical performative pedagogy in our classrooms.

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Embodied Reimagining of Pedagogical Places/Spaces

Cited by 2 publications

References 10 publications

A Deeper Understanding of Cultural Safety, Colonising and Seating in a Teacher Education Program: A Preliminary Study

A Deeper Understanding of Cultural Safety, Colonising and Seating in a Teacher Education Program: A Preliminary Study

Collaborative Directing and Teaching

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