School Ritual as Performance: A Reconstruction of Durkheim's and Turner's Uses of Ritual

Quantz, Richard A.

doi:10.1111/j.1741-5446.1999.00493.x

Cited by 39 publications

(11 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although Bernstein does not explicitly discuss ritual at the level of pedagogy it is implicit in his theory insofar as he notes that the expressive order (later termed regulative discourse) is "prone to extensive ritualization" (Bernstein, 1975, p. 55). What ritual is, and what it does, in relation to religious and secular practices in general is highly contested across a range of disciplines (see for example Bell, 1992;Quantz, 1999). For the purposes of the present discussion, given constraints of space, it is possible only to briefly consider features of ritual that have relevance to pedagogy and the purposes they serve.…”

Section: Ritual In Pedagogymentioning

confidence: 97%

Regulative discourse, ritual and the recontextualising of education policy into practice

Ensor

2015

Learning, Culture and Social Interaction

View full text Add to dashboard Cite

Section: Ritual In Pedagogymentioning

confidence: 97%

Regulative discourse, ritual and the recontextualising of education policy into practice

Ensor

2015

Learning, Culture and Social Interaction

View full text Add to dashboard Cite

“…Rituals as transformative pedagogies are an ancient practice [56,57]. While the term "ritual" has been debated by anthropologists for decades [58], here we use a working definition of ritual as a formalized, symbolic performance. Rituals have a distinct beginning, ending, leader, and spatial context (e.g., this earth lodge, this sanctuary, this meadow, etc.).…”

Section: Ritual Pedagogiesmentioning

confidence: 99%

Pedagogical Laboratories: A Case Study of Transformative Sustainability Education in an Ecovillage Context

Papenfuss

Merritt

2019

Sustainability

View full text Add to dashboard Cite

Students, practitioners, and scholars of sustainability education are increasingly calling for divergent curricula and novel pedagogical approaches that cultivate transformation and emancipation at both the individual and institutional levels. For decades, ecovillages around the globe have provided alternatives for sustainable living and many have also developed alternative educational approaches. For this reason, ecovillages can be important learning laboratories for experimenting with sustainability education curricula and pedagogies, allowing scholars to learn across disciplinary, cultural, and worldview boundaries. In the present study, we conducted a descriptive case study of Findhorn Foundation College's 5-week Ecovillage Design Education course. By applying a narrative analysis of archives, field notes, surveys, and interviews, we arrived at 17 different categorical elements across six major themes. Using the field data, we linked these categorical elements to three consistent pedagogical elements: ritual pedagogies, pedagogies of story, and collaborative pedagogies. We conclude by highlighting several inductive themes present in participant data that indicated potential hindrances, constraints, and cautionary tales regarding implementation of these pedagogies in higher education contexts situated in the Global North.

show abstract

“…Inevitably, I had to look beyond language and texts, and to consider bodies in space. A productive strand of theorising was opened up through the interdisciplinary field of ritual studies (Turner 1969;Bell 1992;McLaren 1993;Quantz 1999;Rampton 2002;Thesen 2007). From this field the construct of liminal moments (Turner 1969) is borrowed.…”

Section: Engaging In the Contact Zonementioning

confidence: 99%

Researching ‘ideological becoming’ in lectures: challenges for knowing differently

Thesen

2009

Studies in Higher Education

View full text Add to dashboard Cite

This article is a response to Haggis's injunction to 'know differently' if we are to grow our understandings of student learning. It identifies concerns that have arisen in the course of research into engagement (conceived of as 'ideological becoming') in first year lectures in the humanities at a South African university. These issues include: (a) how the co-presence of students and lecturer challenges conventional notions of 'student learning' as other; (b) the theoretical and practical challenges related to identifying fleeting 'liminal moments' in situations in which students and lecturers are co-present; and (c) what we can learn from a view of academic engagement as distributed across time and place. The tool of entextualisation is used to track participants' 'interest' across sites. The article offers a view of learning as embodied, emergent and contested, rather than neatly packaged and predictable.

show abstract

School Ritual as Performance: A Reconstruction of Durkheim's and Turner's Uses of Ritual

Cited by 39 publications

References 1 publication

Regulative discourse, ritual and the recontextualising of education policy into practice

Regulative discourse, ritual and the recontextualising of education policy into practice

Pedagogical Laboratories: A Case Study of Transformative Sustainability Education in an Ecovillage Context

Researching ‘ideological becoming’ in lectures: challenges for knowing differently

Contact Info

Product

Resources

About