Hostname: page-component-586b7cd67f-t7czq Total loading time: 0 Render date: 2024-11-20T10:38:30.720Z Has data issue: false hasContentIssue false
  • English
  • Français

Teaching Kathak in France: The Interdisciplinary “Milieu”

Published online by Cambridge University Press:  02 April 2012

Malini Ranganathan  and
Monique Loquet
Get access Rights & Permissions [Opens in a new window]

Extract

This article approaches the idea of interdisciplinarity as an aspect of the globalization of pedagogical practices through the teaching of kathak dance in France. Our study positions itself in a didactic research program that tackles the question of interdisciplinarity under the theoretical angle of joint action between teacher and students (Ranganathan 2004; Ranganathan and Petrefalvi 2007; Sensevy and Mercier 2007; Loquet, Roncin, and Roesslé 2007; Loquet 2007). In this program, “didactics” is defined as the science whose object of study covers educational, teaching, and training practices. Our contribution to this program concerns the field of knowledge related to the body, in particular in sports and artistic activities (Loquet 2006). The ambition of research in didactics currently taking place in France is to show that the teacher's action cannot be treated in a unilateral way, independent of the student's action, just as the interactions between teacher and student cannot be set apart from the objects of knowledge that unite them. In this model, we grant a central place to the concept of “milieu,” seen in a general way as the space where the teacher and the students interact.

Type
Articles
Information
Dance Research Journal , Volume 41 , Issue 1 , Summer 2009 , pp. 69 - 81
Copyright
Copyright © Congress on Research in Dance 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Works Cited

Albright, Ann Cooper. 2003. “Channelling the Other: An Embodied Approach to Teaching across Cultures.” Research in Dance Education 4 (2): 177–82.CrossRefGoogle Scholar
Amade-Escot, Chantal, and O'Sullivan, Mary. 2007. “Research on Content in Physical Education: Theoretical Perspectives and Current Debates.” In Physical Education and Sport Pedagogy 12 (3): 185–203.CrossRefGoogle Scholar
Bharucha, Rustom. 2000. The Politics of Cultural Practice: Thinking Through Theatre in an Age of Globalization. Middletown, CT: Wesleyan University Press.Google Scholar
Ghosh, Manmohan, trans. 1956/1967. Natya shastra de Bharatamuni. 2 vols. Calcutta: Ed Manisha.Google Scholar
Ghosh, Manmohan, trans. 1992. Abhinaya Darpana de Nandikéswara. Calcutta: Ed Manisha.Google Scholar
Gupta, Akhil, and Ferguson, James. 1997. “Culture Power Place: Ethnography at the End of the Era.” In Culture, Power, Place: Explorations in Critical Anthropology, 5–33. Durham, NC: Duke University Press.Google Scholar
Loquet, Monique. 2006. “Les gestes d'une formatrice en expression corporelle ou ‘l'œil du maquignon.’” [Instructor's Gestures in Corporeal Expression in “l'œil du maquignon”]. Revue Française de Pédagogie [French Revue of Pedagogy] 157: 119–30.CrossRefGoogle Scholar
Loquet, Monique. 2007. “Les techniques didactiques du professeur” [The Professor's Didactic Technics]. In Le Didactique Pour l'action [Didactics for Action], edited by Amade-Escot, C., 49–66. Paris, France: Editions Revue E.P.S.Google Scholar
Loquet, Monique, Roncin, Emmanuelle, and Roesslé, S.. 2007. “L'action conjointe dans le système didactique en activités physiques, sportives et artistiques: les formes non verbales de communications didactiques” [The Combined Action in the Didactic System of Physical, Sport and Artistic Activities: Nonverbal Forms of Didactic Communications]. In Agir Ensemble. L'action didactique conjointe du professeur et des élèves [Act Together: The Combined Didactic Action of Professor and Students], edited by Sensevy, G. and Mercier, A., 123–51. Rennes, France: PUR.Google Scholar
Poirier, Jean. 1972. “Ethnies et cultures” [Ethnicities and Cultures]. In Ethnologie régionale [Regional Ethnology], 24–25. Paris: Gallimard, Encyclopédie de la Pléiade.Google Scholar
Ranganathan, Malini. 2004. “La danse indienne kathak en France: essai de transposition et conception d'une ingénierie didactique” [Indian Dance Kathak in France: A Trial of Transposition and Conception of Didactic Engineering]. Ph.D. diss., Université de Rennes 2.Google Scholar
Ranganathan, Malini, and Petrefalvi, Brigitte. 2007. “Obstacles et problématisation dans les apprentissages interculturels: un exemple d'initiation en danse kathak” [Obstacles and Problématization in Intercultural Teaching: An Example of Initiation in Kathak Dance]. Recherche en education [Research in Education], vol. 3. Université de Nantes.Google Scholar
Redfield, Robert, Linton, Ralph, and Herskovits, Melville. 1936. “Memorandum for the Study of Acculturation”. American Anthropologist 38: 149–52.CrossRefGoogle Scholar
Sarrazy, Bernard. 1996. “La sensibilité au contrat didactique: Rôle des Arrière-plans dans la résolution de problèmes d'arithmétiques au cycle trois” [Sensitivity to a Didactic Contract: Role of Background in the Resolution of Problems in Arithmetics at the Postgraduate Level]. PhD diss., Université Victor Segalen, Bordeaux2.Google Scholar
Sensevy, Gérard. 2007. “Des catégories pour décrire et comprendre l'action didactique” [Categories to Describe and Understand Didactics]. In Agir Ensemble: L'action didactique conjointe du professeur et des élèves [Act Together: The Combined Didactic Action of Professor and Students], edited by Sensevy, G. and Mercier, A., 13–49. Rennes, France: PUR.Google Scholar
Sensevy, Gérard, and Mercier, A.. 2007. Agir Ensemble. L'action didactique conjointe du professeur et des élèves [Act Together: The Combined Didactic Action of Professor and Students]. Rennes, France: Presse Universitaire de Rennes.Google Scholar
Bastide, Roger. 1998. “Acculturation.” In Encyclopedia Universalis, 1–114. France: Encyclopedia Universalis Publications.Google Scholar
Berkson, Issac B. 1969. Theories of Acculturation: A Critical Study. New York: Arno.Google Scholar
Berry, John. W. 1980. “Social and Cultural Change.” In Handbook of Cross-Cultural Psychology: Social Psychology, edited by Triandis, H. C. and Brislin, R. W., 5: 211–79. Boston: Allyn and Bacon.Google Scholar
Brousseau, Guy. 1997. Theory of Didactic Situations in Mathematics. Dordrecht: Kluwer.Google Scholar
Fleck, Ludwik. 1935/1979. Genesis and Development of a Scientific Fact. Edited by Trenn, Thaddeus J. and Merton, Robert K.. Chicago: University of Chicago Press.Google Scholar
Kottak, Conrad Phillip. 2005. Windows on Humanity. New York: McGraw Hill.Google Scholar
Ranganathan, Malini. 2006a. “Culture indienne et événements: La perception des Indiens sur les événements divers de la vie” [Indian Culture and Events: The Perception of Indians on the Different Events of Life]. In Evénements et formation de la personne: écarts internationaux et intergénérationnels [Events and Formation of a Person: International and Intergenerational Distance], 2 vols. Paris: L'Harmattan.Google Scholar
Ranganathan, Malini. 2006b. “Transposition et ingénierie didactic de la danse kathak en France” [Transposition of Didactic Engineering of Kathak Dance in France]. Chemins de formation [Routes of Formation], Vol. 9. Université de Nantes.Google Scholar