Tessellation, shamanism, and being alive to things

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Oxford Review of Education Pub Date : 2023-07-04 DOI:10.1080/03054985.2023.2225851

R. Nemirovsky, Don Duprez

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引用次数: 2

Abstract

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.

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镶嵌，萨满教，以及对事物的感知

本研究探讨了在科学博物馆发生的一个小插曲中发生的情感纠葛。这一事件涉及到几个孩子和一位老师，他们是在学校实地考察的背景下来到博物馆的。它发生在一个名为“苗族之家”的展览中，再现了苗族传统房屋的各种组成部分。本文的主要目的是通过一个简短的视频记录的微观民族志分析，追踪数学镶嵌和苗族萨满教的情感旅程。此外，我们还详细阐述了不同的主题，如镶嵌和萨满教，在当时参观苗族住宅的人的生活中交织在一起的方式。苗族之家的插曲可能会启发其他活动，让生活轨迹部分植根于土著文化的学生或游客可以分享对其他学生来说陌生的做法。我们认为，这些活动最重要的品质是展示和参与这些活动时的尊重尊严，以及进行跨学科旅程的自由——不受人为学科界限的约束——在这种旅程中，即兴创作和令人惊讶的转变是可以期待的，而且永远存在。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

0.00%

发文量

期刊介绍： The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.