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No full textThe second volume is themed around the issue of censorship in dance and will include invited and openly sourced articles, interviews, book reviews, performance reviews, screendance reviews, and photographs. As a digital-only platform, it will include seminal performance excerpts as well, all of which will go through double-blind peer review and selection process. The range of contributions should aim at indicating theoretical, performative, and/ or activist intersections and interstices in South Asian dance. The contributions may hail from all geopolitical contexts where South Asian dance or its variants are practiced, nurtured, or consumed. All images, photographs or footages included, including personal, archival, performance, film, television and “found” footage, must be covered by the terms of copyright as covered in the journal’s ‘Terms of Copyright’ document.
Final deadline: January 31, 2023
Within and Beyond Breakout Rooms: Preparing Teacher Candidates to be Social Justice Advocates During and After the COVID-19 Pandemic
Get PDFThe Haves and Have Nots: A Call to Close the Digital Divide in an Urban Access College: The Haves and Have Nots
No full textStrategies Supporting ECE Teachers\u27 Sense of Self-Efficacy
No full textEarly childhood education programs in the United States shifted to online instruction due to the COVID-19 pandemic. Early childhood educators faced many challenges around instruction, student engagement, and strategies that would support families during this time. As educators grappled with trying to implement practices that would be effective online, they also struggled with a lower levels of self-efficacy. The present study explored how student engagement impacted teaching and learning and particularly how administrative and family support impacted teachers’ sense of self-efficacy. Implications for effective early childhood teaching strategies and the structures that need to be in place to support teachers’ self-efficacy will be discussed
Predictors of Parent-Teacher Relationship Quality in Head Start Classrooms
Get PDFThe ability for parents and teachers to work together serves as a foundation for a collaborative and effective parent-teacher relationship (Clarke et al., 2009). The quality of this relationship contributes to children’s school readiness and social competence (Halgunseth et al., 2009). Identifying factors that are related to positive parent-teacher relationships in early childhood settings is necessary to support positive child outcomes. The current study aims to identify teacher characteristics that may be related to effective parent-teacher relationships by exploring predictors of parents’ comfort in disclosing family information and parents’ perceptions of their classroom teachers’ practices and responsiveness. Professional characteristics (i.e. education, training, and professional development) and demographic background has the potential to increase awareness and understanding of family backgrounds (King et al., 2003) and may predict variability in classroom practices. Such results would support future interventions and provide insight on continued professional development efforts on supporting the parent-teacher partnership
Understanding the Impact of Teachers’ Language Skills on Professional Development
Get PDFThis professional development study explored how teachers’ receptive language skills impacted their use of language enhancement strategies. Twenty-one Head Start lead and assistant teachers participated in an online in-service designed to support their use of language enhancement strategies. Findings show that teachers’ receptive vocabulary predicted how often they used language strategies. Also, we found that prior to the professional development assistant teachers used fewer language enhancement strategies when compared to lead teachers. However, after receiving the professional development the gap between lead and assistant teachers’ use language enhancement strategies began to close
Counternarratives of Resistance in Preservice Teacher Education
Get PDFNow more than ever, injustice against African Americans is being publicized at an alarming rate. The accessibility of mobile phones has made it possible for prejudice against blacks to be brought to global attention. This has propelled the Black Lives Matter movement and protesters around the world to take to the streets in demand for change within the governing systems. Their shouts of police brutality toward African Americans are being heard. However, there is another injustice being done against blacks that remains unseen in the background. This quiet discriminatory system has been in operation for generations. The purpose of this article is to expose the disconnection between the African American student and the education system; a detachment that has been intentional and systematic. This article discusses how the education system has become a quiet oppressor of African Americans. An oppressor who has robbed African Americans of their vast history. An oppressor who has branded African Americans as ignorant and delinquent. An oppressor who has refused to acknowledge and include the academic works produced by scholars of color within its curriculum. The racist practices of the educational system have been hidden in plain sight for decades. This article is not being written in order to vent out frustrations. This article is a call for action. A call for change in a system that impacts all African American students from kindergarten through college. As current events have revealed, racism is alive and well in America and is being cultivated inside our schools.
The “Wicked Problem” of Locating and Safeguarding Dance in Bangladesh
Get PDFThe history of dances in Bangladesh reads almost like a history of the belief systems crisscrossing this deltaic plain, entrenched as these dances are within indigenous myths and philosophies. However, in the recent past, regional and global dance traditions have superseded indigenous dances by nearly erasing them from within mainstream, specifically urban, practice. Even a cursory interrogation confirms that the historical hierarchization of dance in Southasia1 has spurred this divide between the evaluation of present-day manifestations of dance within local cultural expressions and, on the other hand, the dominant genres of classical and contemporary artistic representations of dance. This highbrow, selective notion of dance from beyond the borders has led to a gradual decline and devaluation of traditional dance, especially within the non-subaltern social classes, resulting in its “invisibility” in those circles. Therein lies the “wickedness” of the problem. Borrowing from theoretical notions in the social sciences, a “wicked problem” is a puzzle. Furthermore, adverse sociopolitical circumstances of the indigenous heritageholding communities contribute to the endangerment and diminishment of their dances. At this juncture, a combination of research and practical action is the need of the hour (Nielsen). Action research, or ethnographic activism, can be a form of ethical praxis that can overcome historical bias and safeguard these dances
Failure of Rasa: Story of Indian Dance During COVID-19
Get PDFWhat 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
