B5 Educational Gestures in School, Family, Youth Culture, and Media
Sub-project: Family
TEAM:
Sebastian Schinkel
Freie Universität Berlin
Sonderforschungsbereich 447
Grunewaldstraße 35
D-12165 Berlin
phone: +49 (0)30 838-50356
fax: +49 (0)30 838-50365
email: s.schinkel (at) fu-berlin.de
OUTLINE
Fourth project phase (2008-2010):
Our previous analyses of rituals of the everyday, festive rituals, and familial cultures of learning have allowed us to explore how the mutual negotiation of generational and gender differences is shaped by diverse performative manners of interaction. In our investigations we focused on the physicality of these interactions and their spatial-material arrangements.
In the upcoming research period, we aim to explore how gestures become educationally effective in families. Our previous research has led us to assume that the gestures of family members influence educational relationships and fundamentally shape the familial upbringing and emotional "climate" within the family. Gestures trigger or inhibit processes of interaction; they offer opportunities for referencing or intervening in interactive processes. On the one hand, gestures can be consciously and purposefully employed for educational processes (for example by staging regard, interest, or disciplinary severity, demonstrating skills, or directing attention to something). On the other hand, gestures also enjoy an unintended and neglected influence on individual orientations and family relationships.
The following questions will guide the sub-project on family:
ARCHIVE
The Emergence of Learning Cultures through Rituals and Ritualization. (2005-2007)
>> Former Abstract
The Emergence of the Social in Rituals and Ritualizations. (1999-2004)
>> Former Abstract
| oben | Projektliste | Homepage | SUCHEN | Stand: 8/27/08
TEAM:
Sebastian Schinkel
Freie Universität Berlin
Sonderforschungsbereich 447
Grunewaldstraße 35
D-12165 Berlin
phone: +49 (0)30 838-50356
fax: +49 (0)30 838-50365
email: s.schinkel (at) fu-berlin.de
OUTLINE
Fourth project phase (2008-2010):
Our previous analyses of rituals of the everyday, festive rituals, and familial cultures of learning have allowed us to explore how the mutual negotiation of generational and gender differences is shaped by diverse performative manners of interaction. In our investigations we focused on the physicality of these interactions and their spatial-material arrangements.
In the upcoming research period, we aim to explore how gestures become educationally effective in families. Our previous research has led us to assume that the gestures of family members influence educational relationships and fundamentally shape the familial upbringing and emotional "climate" within the family. Gestures trigger or inhibit processes of interaction; they offer opportunities for referencing or intervening in interactive processes. On the one hand, gestures can be consciously and purposefully employed for educational processes (for example by staging regard, interest, or disciplinary severity, demonstrating skills, or directing attention to something). On the other hand, gestures also enjoy an unintended and neglected influence on individual orientations and family relationships.
The following questions will guide the sub-project on family:
- How are gestures utilized for steering, regulating, or redirecting attention and behaviour? To what degree are such gestures directed or random? In what ways can we speak of the success or failure of educational gestures?
- How does the use of gestures pertain to the power relations between family members and their respective physical presences? How do gestures reveal emotionality by opening a ludic space between affection and rejection, encouragement and discouragement, praise and reprimand?
- Can we reconstruct the manner of a family with the help of gestures? Are certain gestures privileged over others? How does a particular 'social setting' affect the use of gestures in situations involving others people?
- How do family members reflect on educational gestures? What links exist between a reflexive knowledge of the educational use of gestures and educational practice?
ARCHIVE
The Emergence of Learning Cultures through Rituals and Ritualization. (2005-2007)
>> Former Abstract
The Emergence of the Social in Rituals and Ritualizations. (1999-2004)
>> Former Abstract
| oben | Projektliste | Homepage | SUCHEN | Stand: 8/27/08
