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Joost Beuving and Geert de Vries

This article aims to share a private worry with a larger audience: the erosion of teaching qualitative social research in higher education. Our worry originates in our own experience as social scientists working and teaching at Dutch universities

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Playing with Teaching Techniques

Gamelan as a Learning Tool Amongst Children with Learning Impairments in Northern Ireland

Jonathan McIntosh

This article examines gamelan as a community musical tool in Northern Ireland, United Kingdom. In particular, the article demonstrates how traditional pedagogic practices are changed in order to suit the needs of those who learn gamelan. A gamelan is an orchestra that includes metallophones (large glockenspiel-like instruments), gongs and drums. Originating from Southeast Asia, particularly from the Indonesian islands of Java and Bali, gamelan ensembles have long been used in the teaching of ethnomusicology in academic institutions and for purposes of applied ethnomusicology, as a musical tool, in the wider community. In these contexts, a gamelan instructor acts as a 'mediator' (Naughton 1996: 16) in the transmission of gamelan knowledge; mediating not only between the music and the learners, but also between the role of gamelan in its original sociocultural context and its newly adopted milieu. Drawing upon my experiences as a gamelan instructor, in particular, teaching children with visual and hearing impairments, I demonstrate how traditional teaching techniques are adapted to facilitate the learning of gamelan in the Northern Irish context.

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Redefining Censorship

Lessons Learned from Teaching The Merchant of Venice in Israel

Esther B. Schupak

student and the study of revered canonical works. However, after completing a research project that entailed teaching the play to two groups of Israeli students, I am forced to concede that those who oppose teaching it may have a cogent argument, and this

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Field Notes and Reading Notes

Studying with Barbara Kirshenblatt-Gimblett in the 1990s

Nélia Dias

-taking practice in general play such a central role in Barbara Kirshenblatt-Gimblett's teaching? One possible answer might be related to the reframing of the field of performance studies, a task that Kirshenblatt-Gimblett undertook as the chair of the Department

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Andrew Buckser

This article discusses structural, logistical, and administrative issues associated with the use of participant observation assignments in teaching the anthropology of religion. Fieldwork presents extraordinary opportunities for teaching students about the nature of cultural difference, but it also poses pedagogical challenges that require careful planning and supervision. The article reviews problems including the scope and nature of the observation, student preparation and guidance, connecting with fieldsites, presentation formats, issues of ethics and confidentiality, and university administrative considerations.

Open access

Liliana L. Jubilut

be leading actors in different ways: for instance, universities can produce knowledge, and have a wide influence, being able to impact (directly) their students through teaching and related activities, as well as the communities in which they are

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Experiencing, Using, and Teaching History

Two History Teachers’ Relations to History and Educational Media

Robert Thorp

, syllabi, and textbook narratives; planning and carrying out the teaching of history; and evaluating the historical knowledge and competence of millions of history pupils across the world. In a teaching situation, teachers also make use of educational media

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Community and Creativity in the Classroom

An Experiment in the Use of the Guest Interview, Focus Group Interviews and Learning Journals in the Teaching and Learning of the Anthropology of Modern Dance

Jonathan Skinner and Kirk Simpson

This article assesses the experimental teaching and learning of an anthropology module on 'modern dance'. It reviews the teaching and learning of the modern dances (lecture, observation, embodied practice, guest interview), paying attention to the triangulation of investigation methods (learning journal, examination, self-esteem survey, focus group interview). Our findings suggest that—in keeping with contemporary participatory educational approaches—students prefer guest interviews and 'performances of understanding' for teaching and learning, and that focus groups and learning journals were the preferred research methods for illuminating the students' teaching and learning experience.

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Doing Memory

Teaching as a Discursive Node

Alexandra Binnenkade

This article outlines the “discursive node” as an approach to a cultural analysis of how memory is being done in history classrooms. Teaching is a practice embodied in the interactions between teachers and their audiences, between texts, imagery and institutional formations, and between material and immaterial participants in an activity that entails not only knowledge but also emotions, experience and values (Henry Giroux). Discursive nodes are useful metaphors that enable research of a phenomenon that is ontologically and empirically fluxional, heterogeneous, unstable, situative and fuzzy—memory.

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Teaching internationalisation?

Surveying the lack of pedagogical and theoretical diversity in American International Relations

Christopher R. Cook

field of Education this discussion has only just begun in political science and international relations (IR) specifically. For Education Studies internationalising the classroom has often meant teaching students to confront and understand the diversity