Traditional Challenges, Challenging Tradition: Helping Students Find Agency in Bharata-Natyam at the Junction of Ancient Indian Thought, Somatic Practices & Feminist Pedagogy

Autor/in	Mandala, Sumana Sen
Titel	Traditional Challenges, Challenging Tradition: Helping Students Find Agency in Bharata-Natyam at the Junction of Ancient Indian Thought, Somatic Practices & Feminist Pedagogy
Quelle	In: Journal of Dance Education, 21 (2021) 2, S.92-102 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mandala, Sumana Sen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-0824
DOI	10.1080/15290824.2019.1705304
Schlagwörter	Phenomenology; Dance Education; Feminism; Indians; Teaching Methods; Personal Autonomy; Reflective Teaching; Teacher Role; Community Involvement; Performance; Self Concept; Immigrants; Young Children; Teacher Attitudes; Workshops; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Dance; Education; Tanzerziehung; Feminismus; Inder; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Autonomie; Lehrerrolle; Achievement; Leistung; Selbstkonzept; Immigrant; Immigrantin; Immigranten; Frühe Kindheit; Lehrerverhalten; Lernwerkstatt; Schulung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This article explores the expanded possibilities of Bharata-Natyam education in the United States (US) based on a reflective practice in my dance over the past thirty years. This has given rise to an epistemological investigation into the seeming dichotomy of tradition and agency and has percolated into a set of questions, especially salient in my role as a teacher to Bharata-Natyam students in the diaspora. The complexities of the student's identity also warrant an investigation into the hidden curriculum of Bharata-Natyam. The investigation comprises three phenomenological experiences designed for my students. These experiences embrace the common principles of ancient Indian, somatic, and feminist pedagogies and are supported by my foundation in Bharata-Nrityam. The results provide further impetus to pursue the process of engendering agency in the student's training, the application of Bharata-Natyam to the student's lived experiences, and conscious engagement in the community beyond the Indian diaspora. The results further call attention to the importance of how dance educators and guides view Bharata-Natyam students' performances in the US. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01