B5 Educational Gestures in School, Family, Youth Culture, and Media
Sub-project: Schools
TEAM:
Univ.-Prof. Dr. Christoph Wulf
Freie Universität Berlin
Arbeitsbereich Anthropologie und Erziehung
Arnimallee 11
D-14195 Berlin
phone: +49 (0)30 838-55701
fax: +49 (0)30 838-56698
email: christoph.wulf (at) fu-berlin.de
Dr. Kathrin Audehm
Freie Universität Berlin
Arbeitsbereich Anthropologie und Erziehung
Arnimallee 11
D-14195 Berlin
phone: +49 (0)30 838-52726
fax: +49 (0)30 838-56698
email: kathrin_audehm (at) web.de
Dr. Ingrid Kellermann
Freie Universität Berlin
Arbeitsbereich Anthropologie und Erziehung
Arnimallee 11
D-14195 Berlin
phone: +49 (0)30 838-55479
fax: +49 (0)30 838-56698
email: ingrid.kellermann (at) berlin.de
Dr. Iris Clemens
Freie Universität Berlin
Arbeitsbereich Anthropologie und Erziehung
Arnimallee 11
D-14195 Berlin
phone: +49 (0)30 838-55263
fax: +49 (0)30 838-56698
email: iris_clemens (at) web.de
OUTLINE
Fourth project phase (2008-2010):
Continuing our previous research on the performative nature of school and instruction, we will investigate the influence of gestures in acquiring and conveying specific curricula and behavioural patterns. It is the aim of this sub-project to show how gestures contribute to the form and direction of educational processes.
The different perspectives of the participants of a school lesson generate a multi-layered educational process in which verbal and non-verbal interactions are condensed into gestures. As physical practices, gestures contribute to the constitution of meaning in classrooms and steer the course of the class. Thus they significantly influence the acquisition of reflexive and practical knowledge while speech acts, too, generate meaning and convey knowledge through physical attributes such as the speaker's facial expression, posture, and voice. By comparing different types of lessons - individual work, phases centering on the teacher, group work, open classes, course work - we will analyze the correlation between didactic frameworks, practices of using concrete teaching props, and the assertion and shaping of territories of instruction and verbal and non-verbal interactions. The generation of gestures and their meaning and function in educational processes will be reconstructed empirically from this context.
The following questions will guide our ethnographic investigation:
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: 2/09/09
TEAM:
Univ.-Prof. Dr. Christoph Wulf
Freie Universität Berlin
Arbeitsbereich Anthropologie und Erziehung
Arnimallee 11
D-14195 Berlin
phone: +49 (0)30 838-55701
fax: +49 (0)30 838-56698
email: christoph.wulf (at) fu-berlin.de
Dr. Kathrin Audehm
Freie Universität Berlin
Arbeitsbereich Anthropologie und Erziehung
Arnimallee 11
D-14195 Berlin
phone: +49 (0)30 838-52726
fax: +49 (0)30 838-56698
email: kathrin_audehm (at) web.de
Dr. Ingrid Kellermann
Freie Universität Berlin
Arbeitsbereich Anthropologie und Erziehung
Arnimallee 11
D-14195 Berlin
phone: +49 (0)30 838-55479
fax: +49 (0)30 838-56698
email: ingrid.kellermann (at) berlin.de
Dr. Iris Clemens
Freie Universität Berlin
Arbeitsbereich Anthropologie und Erziehung
Arnimallee 11
D-14195 Berlin
phone: +49 (0)30 838-55263
fax: +49 (0)30 838-56698
email: iris_clemens (at) web.de
OUTLINE
Fourth project phase (2008-2010):
Continuing our previous research on the performative nature of school and instruction, we will investigate the influence of gestures in acquiring and conveying specific curricula and behavioural patterns. It is the aim of this sub-project to show how gestures contribute to the form and direction of educational processes.
The different perspectives of the participants of a school lesson generate a multi-layered educational process in which verbal and non-verbal interactions are condensed into gestures. As physical practices, gestures contribute to the constitution of meaning in classrooms and steer the course of the class. Thus they significantly influence the acquisition of reflexive and practical knowledge while speech acts, too, generate meaning and convey knowledge through physical attributes such as the speaker's facial expression, posture, and voice. By comparing different types of lessons - individual work, phases centering on the teacher, group work, open classes, course work - we will analyze the correlation between didactic frameworks, practices of using concrete teaching props, and the assertion and shaping of territories of instruction and verbal and non-verbal interactions. The generation of gestures and their meaning and function in educational processes will be reconstructed empirically from this context.
The following questions will guide our ethnographic investigation:
- How do gestures circulate among the participants of a school lesson? What role do gestures play in conveying curricula and to what extent do gestures communicate matters independent of the lesson's subject? How do educational gestures depict behavioural patterns that are incorporated through mimetic processes and applied in social interactions?
- What is the nature of the gestural dynamic between teachers and students in the classroom? How do the students' gestures influence the behaviour of the teacher and vice versa? What sort of gestures attract the attention, regard, contempt, or recognition of teachers more than others? How do gestures affect processes of knowledge acquisition in the classroom? Which gestures stimulate and which obstruct cooperation or competition? How are gestures related to practices of student assessment?
- What role do gestures play in recognizing the pedagogical authority of teachers and what physical practices do students use to negotiate claims to authority among themselves? In what ways do gestures reveal the recognition or subversion of institutional norms and rules? How and to what effect do students of the same age group work out social and cultural differences with the help of gestures?
- To what degree do teachers and students reflect on non-verbal behaviour and the meaning and function of gestures in the classroom? To what extent do teachers attempt to steer the process of instruction and influence the behaviour of the students through physical interactions? In doing so, what are their didactic and other educational goals?
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: 2/09/09
