國立虎尾科技大學 |

Ecosystems of Teaching and Learning : = An Ethnography of Inupiaq Song and Dance.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Ecosystems of Teaching and Learning :/
其他題名:	An Ethnography of Inupiaq Song and Dance.
作者:	Smith, David E. K.
面頁冊數:	1 online resource (176 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
標題:	Colonialism. -
電子資源:	click for full text (PQDT)
ISBN:	9798380260145

Ecosystems of Teaching and Learning : = An Ethnography of Inupiaq Song and Dance.
Smith, David E. K.

Ecosystems of Teaching and Learning :An Ethnography of Inupiaq Song and Dance. - 1 online resource (176 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ph.D.)--University of Pittsburgh, 2023.

Includes bibliographical references

There is a jarring dissonance between Alaskan educational policy and Alaska Native ways of teaching and learning, a divide especially visible in how cultures interact with nature. As policymakers reconcile the colonial history of education in Alaska, they should look to how education has always happened among Alaska Native people. One foundational Native educational practice is song and dance. This dissertation is an ethnography of Inupiaq Alaska Native song and dance, drawing from decolonial participatory action research and extensive interviews of Inupiaq Elders, educators, and youth. These groups are what Lave and Wenger (1991) describe as communities of practice: groups that learn situated within a shared interest. Exploring how teaching and learning happen in Indigenous arts-based communities of practice, I (1) reconceptualize Wenger's (2002) community of practice to allow for Inupiaq understandings of animals and the land as integral interlocutors in the learning process, creating what I term an ecosystem of practice; (2) outline what is taught and learned including cultural heritage, practical skills, and values; and (3) investigate how the arts can be used as a culturally responsive pedagogical model for addressing pressing social issues. I find that Alaska Native song and dance functions as a holistic pedagogical strategy that simultaneously teaches and intergenerationally transmits critical cultural knowledge while fostering a sustainable ecosystem through engaging with all teachers and learners, the human and other-than-human. As an expansion into the growing field of arts-based culturally responsive pedagogy, this research has important implications for educational policy across cultures and borders, through better understanding the transmission of Indigenous knowledge and elucidating the relationship between education, humanity, and nature.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380260145Subjects--Topical Terms:

1465926
Colonialism.
Index Terms--Genre/Form:

554714
Electronic books.

Ecosystems of Teaching and Learning : = An Ethnography of Inupiaq Song and Dance.
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520 $a There is a jarring dissonance between Alaskan educational policy and Alaska Native ways of teaching and learning, a divide especially visible in how cultures interact with nature. As policymakers reconcile the colonial history of education in Alaska, they should look to how education has always happened among Alaska Native people. One foundational Native educational practice is song and dance. This dissertation is an ethnography of Inupiaq Alaska Native song and dance, drawing from decolonial participatory action research and extensive interviews of Inupiaq Elders, educators, and youth. These groups are what Lave and Wenger (1991) describe as communities of practice: groups that learn situated within a shared interest. Exploring how teaching and learning happen in Indigenous arts-based communities of practice, I (1) reconceptualize Wenger's (2002) community of practice to allow for Inupiaq understandings of animals and the land as integral interlocutors in the learning process, creating what I term an ecosystem of practice; (2) outline what is taught and learned including cultural heritage, practical skills, and values; and (3) investigate how the arts can be used as a culturally responsive pedagogical model for addressing pressing social issues. I find that Alaska Native song and dance functions as a holistic pedagogical strategy that simultaneously teaches and intergenerationally transmits critical cultural knowledge while fostering a sustainable ecosystem through engaging with all teachers and learners, the human and other-than-human. As an expansion into the growing field of arts-based culturally responsive pedagogy, this research has important implications for educational policy across cultures and borders, through better understanding the transmission of Indigenous knowledge and elucidating the relationship between education, humanity, and nature.
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