Tessellation, Shamanism, and Being Alive to Things

Autor/inn/en	Nemirovsky, Ricardo; Duprez, Don
Titel	Tessellation, Shamanism, and Being Alive to Things
Quelle	In: Oxford Review of Education, 49 (2023) 4, S.496-518 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nemirovsky, Ricardo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2023.2225851
Schlagwörter	Science Instruction; Field Trips; Museums; Indigenous Knowledge; Indigenous Populations; Cultural Awareness; Interdisciplinary Approach; Informal Education; Grade 5; Elementary School Students + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Exkursion; Museum; Museumswesen; Museen; Sinti und Roma; Cultural identity; Kulturelle Identität; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Informelle Bildung; Nichtformale Bildung; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	This study examines the entanglement of affects that occurred during a short episode at a science museum. The episode involved a small number of children and a teacher who had come to the museum in the context of a school field trip. It took place inside an exhibit called 'Hmong House', which reproduced various components of a traditional house of the Hmong people. A key aim of this paper is to trace, via the microethnographic analysis of a brief video recording, an affective journey meshing mathematical tessellation and Hmong shamanism. In addition, we elaborate on ways in which disparate themes, such as tessellation and shamanism, became interwoven in the life of those visiting the Hmong House at the time. The episode of the Hmong House may inspire other activities in which students or visitors, with life trajectories partially rooted in Indigenous cultures, can share practices that are foreign to other students. The most important qualities of these activities, we suggest, are the respectful dignity with which they are demonstrated and engaged with, and the freedom to undertake interdisciplinary journeys -- without subjection to artificial disciplinary boundaries -- in which improvisation and surprising turns are expected and ever-present. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01