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Book Review: Gifts from the Dark: Learning from the Incarceration Experience : Schwartz, Joni and John R. Chaney. (2021). Gifts from the Dark: Learning from the Incarceration Experience. Lexington Books.
No full textGifts from the Dark explores imprisonment as a site and process of pedagogy. Learning, as Schwartz and Chaney argue, is “disorienting”; it draws on the resources of mind, body, and spirit; it is both solitary and relational; and, finally, it has the power to make change in the world
Failure of Rasa: Story of Indian Dance During COVID-19
No full textWhat is the premise and promise of Rasa during a period of confusion, turmoil, and fear of human connection? “Rasa is the experience of a state of generalized stasis that results from an accumulation of empathetic responses to performed sequences of emotional experience” (Coorlawala 25). As a practitioner-scholar of traditional Indian dance, I negotiate with tenets of performativity based on texts, such as the Natyasastra, Abhinaya Darpana, Sangeet Ratnakara, Abhinavabharati, Natya Manorama, and Abhinaya Chandrika, among many others that explicitly or implicitly deal with affective communication of narrative, musical, rhythmic, and metaphoric content.
In this article, I explore the complexities of Rasa during a complete lockdown of live performance. Rasa appears in ancient Vedic literature as flavor, liquid, taste, and selfluminous consciousness, among many other meanings. Rasa theory is used across live performance, visual art, and new media. This essay focuses on artistic practice that is collaborative, socially-engaged, external to formal institutions of production, less prescriptive than say, the traditional repertoire in classical Indian dances, and that was produced during the COVID-19 lockdown
Auditory Processing Difficulties Influence on Perceptual Learning
No full textUnderstanding spoken speech is a complex process that comes to most people easily, yet past research demonstrates that some people face difficulties with auditory processing. Listeners adjust to variations in speech by integrating auditory, visual, and other cues. However, people who have difficulties processing auditory information often rely less on visual cues, such as lip-reading. We investigated how listeners\u27 reported difficulties in perceiving auditory information interact with their use of visual cues. This was a replication and extension of a study by Kraljic, Samuel, and Brennan (2008). Participants were divided into four groups based on which phoneme was changed (?S signifying [s] or ?SH signifying [∫]) and if listeners viewed the pen-in-hand (Characteristic) or the pen-in-mouth (Incidental) version of these words. The participants’ boundaries of these two phonemes were established in the category-identification task, in which participants categorized ambiguous sounds on the “SH” - “S” continuum as being more S-like or SH-like. We measured participants\u27 perceptual learning—the way people restructure their phonemic boundaries to better understand speakers\u27 variation—based on their categorization of the ambiguous sounds. After completing these tasks, participants responded to questions regarding their language background, and their auditory processing difficulties in daily experience. We did not replicate the findings of Kraljic and colleagues (2008), as we did not find an effect of visual context on perceptual learning. Contrary to our predictions, we also did not find an effect of individual differences in auditory processing on perceptual learning and no interaction with visual context. Given that the effect of visual context has been replicated before, our results are inconclusive. Individual differences\u27 effect on perceptual learning should be explored further to gain insight into what affects perceptual learning and how to improve speech perception for those with difficulties.
Relating Principals’ Invitational Leadership to Teacher Job Satisfaction and Principal Effectiveness in High-Poverty Rural Elementary Schools: Invitational Leadership
No full textAbstract
Despite a third of students in the United States attending rural schools, research concerning rural school leadership is sparse. The purpose of this study was to examine the relationships between rural school principals’ Invitational Leadership and teacher satisfaction as well as teacher perceptions of principals’ effectiveness. Multiple regression was used to model these relationships while considering possible interactions with school academic performance level (low- or high- performing). A total of 240 teachers from 23 rural, Title I elementary schools completed a leadership survey. The 49-item instrument measures leaders’ Invitational Leadership behaviors as well as teachers’ job satisfaction and teacher perceptions of the principals’ effectiveness. Results indicated significant positive relationships between both teacher job satisfaction and teacher perception of principal effectiveness and principals’ Invitational Leadership. However, the strength of the teacher satisfaction-Invitational Leadership relationship was dependent on a school’s academic performance level with a significantly stronger relationship found in high-performing schools.
Keywords: school leadership, rural schools, invitational leadership, caring school leadershi
The Banality of Liberal White Supremacy: Black Women Leaders, Administrative Marginalization and the Professional Toll of Anti-blackness
No full textAdult education programs have traditionally embraced progressive, social justice-oriented approaches to instruction and advocacy, and during a time of "racial reckoning," this has been critical. However, even in culturally diverse spaces, whiteness often dominates – both in leadership and in how difference is framed - leaving anti-black racism unexplored. The result is that access to a truly transformative education is limited. Black female leaders face distinct challenges in this organizational context and moment. In this paper, the author utilizes her experiences as a Black female adult educator and administrator to explore how liberal white supremacy is enacted through the administrative marginalization of Black women as leaders and the impact this has on their professional development and the field. Suggestions to help programs authentically reflect on anti-blackness and nurture anti-racist community are provided
Amplifying Voices: Five Approaches to Constructing Counternarratives that explore the African American Experience in the Workplace
No full textResearch suggests that African-American employees are being treated as if they do not matter in the American workplace, and that anti-Black racism continues to abound in many organizations. The current article will help address a gap in the literature by illustrating how the examination of African Americans\u27 narratives will provide vital insight into how HRD practice can be advanced to combat workplace racism by understanding the importance of counterstorytelling. This research has important implications for adult education because better understandings of how anti-Blackness manifests in the workplace are essential to human resource development\u27s ongoing efforts to combat racism and other forms of injustice in the workplace
Editorial: South Asian Dance Intersections
No full textWelcome to the inaugural issue of SADI—South Asian Dance Intersections—a progressive, scholarly, blind peer-reviewed, open-access online journal. SADI was conceived during the pandemic as a transnational feminist project. It proposes a field-defining modality of looking at scholarship around South Asian dance studies emerging within the field across values, theories, and practices. It seeks to carry to newer and larger audiences, a unique blend of high-quality research in scholarly, theoretical, textual, choreographic, contemporary, social justice, and community-oriented, interdisciplinary, and intersectional writing. SADI explores the ecosphere of South Asian dance activities, celebrating plural practices, diversity, and richness, while challenging incongruencies