Kraus / Buhl Performativity, Materiality and Time

Tacit Dimensions of Pedagogy
1. Auflage 2014
ISBN: 978-3-8309-8116-9
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 143 Seiten

Focusing mainly on the tacit side of pedagogical practices entails not only a revision of instructional practices but also that of the existing theoretical approaches to educational practices and learning and a work on the methodology of empirical research in the Educational Sciences. In terms of this effort references to subjects, objects and given structures are replaced by the concepts performativity, materiality and time. In this volume the paradigm shift is applied to different educational fields, questions and methodologies, such as the performativity in imaginary, mediated and virtual spaces and other tacit subjects of learning, such as language education, the ethical implications of the adult-child differentiation, educational research on things and the mastery of university by the students.

Autoren/Hrsg.

Kraus, Anja

Buhl, Mie

Inhaltsverzeichnis

1;Cover;2
1.1;Preface;6
1.2;Content;7
2;Introduction;8
3;Break In/Out;11
4;Teaching Performance in Performing Arts:Video Conferencing at the Highest Level of Music Education;17
4.1;1. Introduction;17
4.2;2. Classical Music Education as a Subject for Discussion;18
4.3;3. Performativity as the Key to “the Third Room” of Music Education;20
4.4;4. The Emergence and Research Design of the Project;22
4.5;5. VCE and Music Activity as a Negotiating Field for Practising Teaching;25
4.6;6. Results on the Significance of the Teaching Challenges of Music Education in a VCE;27
4.7;7. Conclusion;33
5;Mimetic References to a Digital World;37
5.1;1. Actors and Objects in Interaction;37
5.2;2. Empirical Example: Irritations Caused by the Interface;39
5.3;3. Body Images on the Screen;41
5.4;4. Concluding Remarks: Self-Development in Hybrid Cultures;44
6;Mermaid Experiences – Empractical Subjectivation;48
6.1;Introduction;48
6.2;1. Perspectives on a New Symbolic Activity: New SportsTrends;49
6.3;2. Discourse and Practice: Historical Shifts in Symbolism;55
6.4;3. Empirical Research on Mermaiding, First Results and Interpretations;64
7;In Search of the Content of Scientific Concepts: A Linguistic Ethnographic Analysis of the Translation Strategies of Teachers;76
7.1;Introduction;76
7.2;1. School-Language Socialization and its Role in the Processes of Teaching and Learning;77
7.3;2. Scientific Concepts and Everyday Concepts;79
7.4;3. Research Methodology;80
7.5;4. Confused Languages Stage of Concept Transmission;82
7.6;5. Translation Strategies in the Search of the Content of Scientific Concepts;84
7.7;6. Conclusion;92
8;Asymmetry and Gift. On Ethical Implications of the Adult-Child Differentiation;96
9;Materiality and Displacement. About the Pedagogically Framed Constitution of Subjectivity;108
9.1;1. The Reference to the “Things” in Pedagogical Theories;109
9.2;2. The Reference to the “Things” in Practical Pedagogical Regards;110
9.3;3. The „Order of the Things“ as a Critique on Traditional Pedagogy;111
9.4;4. The „Order of the Things“ as an Analytical Category;114
9.5;5. The Analytical Potential of the „Things“ in the Frame of Heterotopies;118
9.6;6. Heterotopies and Displacement as Means of Pedagogy;120
10;Learning strategies – new routes for students to master university?;128
10.1;1. Performance, performativity and Masters Discourse;128
10.2;2. Self-ranking, the Gaze and the body as object!;132
10.3;3. The Law, order and the object a;136
10.4;4. Time and Freedom;137
10.5;5. Summary;139
11;About the Authors;142