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Theorical perspectives of indigenous education
Impacts of teacher student relationship
The importance of student-teacher relationship
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The relationship between student and educator is the focus of my research. Question: How does the relationship between student and educator influence the process of learning? Subquestion: What can be learned about the relationship between student and educator from teaching indigenous forms of dance and how can this knowledge be applied to the western educational system?
Why are relationships important? A review of the research literature shows that authors have a lot to say about positive relationships with students. Thompson (1998) says, “The most powerful weapon available to secondary teachers who want to foster a favorable learning climate is a positive relationship with our students” (p. 6). Canter and Canter (1997) make the statement that we all can recall classes in which we did not try very hard because we didn't like our teachers. Speaking form personal experience as an educator, I realized the importance of the relationship or connection related to teaching. My students responded to instruction and retained knowledge when there was a connection.
Research Strategy
Research will be conducted using the narrative method. The rational for choosing this method is; narrative research is conducive to uncovering hidden meaning buried deep within the culture and the respondent. According to anthropologist Claude Lévi-Strauss many actions practiced within a culture are not validated by conscious reasons. They are performed without the respondent really knowing why they react in the way they do to a situation. Lévi-Strauss claims that indigenous teaching practices fall within the category of practices situated deep within the culture (1969).
Narrative research reaches the deep ethos of the participant and the culture. The n...
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... Hawaii and here in San Francisco I realized that the experience was different in each place. The subject of location could play a roll in my research and I intend to be aware of that aspect.
An interdisciplinary procedure will be engaged, which will include several disciplines including anthropology, history and dance. I see this interdisciplinary process as being focused on the individual from varied perspectives. Edgar Morin states, human beings are multidimensional: knowledge must recognize this multi dimensionality and insert its data within it. Some of the information I may find during narrative research might be unexpected. Once the unexpected has happened, we must be able to revise our thoughts and ideas instead of pushing and shoving the new fact into a discipline in an attempt to stuff it into a format that really can not accommodate it (Morin, 2001).
In particular, Rice mentions different ethnomusicologists and gives detailed examples from these researchers. Examples are offered from his own research but also from other researchers such as looking at methods such as interviewing, learning through performance, transcription and property rights in international and intercultural contexts. Throughout this chapter, Rice does not teach us how to undertake these tasks; instead we are given information and evidence from his own personal research and what he has contributed to the field. As readers we are encouraged to take our fieldwork and to turn it into scholarly writings.
The relationship that a teacher creates with their students can affect the environment or atmosphere of the classroom. In an article, by Hamre & Pianta (2001), it states that, “supportive relationships help maintain students’ interests in academic and social pursuits, which in turn lead to better grades and more positive peer relationships” (p. 49). Most students will work harder for teachers if they build a good connection with the student. Teachers will also look more “human” to a student and remind them that the teacher does care very much about them. The article also states that, “Talking with students about their lives outside of school is one way teachers can show an interest in and appreciation for students” (Hamre & Pianta, 2001, p. 54). Students love talking about their lives outside of school and their interests. It also allows them to show their personalities and lets the student know that their teacher wants to know about
Narrative research is a qualitative methodological approach in research (Bedford & Landry, 2010. Since the early 1980s, narrative inquiry has been emerging in regards to individual life stories. Storytelling is closely related to psychoanalytic tradition. Narrative research, consist of a multiple of approaches, that are apart of social constructionism, which is guided by the philosophical assumptions of an interpretive constructivist paradigm (Patsiopoulos & Buchanan, 2011). Through this qualitative method researchers are able to explore and obtain an understanding about individuals through specific data gathered through interviews.
As a result of stakeholder loyalty, positive relations amongst students, parents, staff and community members is frequently developed. Positive relationships allows teachers and parents to ask more from their students. A student is more willing to work for a teacher when there is a positive relationship. Parents will be able to encourage children to complete school work when their child has a positive connection with the school. This positive relationship results in a desire for staff and teachers to want to help students. Teachers and staff are less likely to help students that choose not to complete tasks assigned to them or students that have a negative attitude toward them.
One of the major advantages of participant observation is the ability of the anthropologist to gain access to events, locations and intimate situations where outside observers would not be allowed. DeMunk and Sobo (1998) describe some benefits of the observation method over alternative methods of anthropological data collection including the fact that it allows admission to the “backstage culture” (DeMunk and Sobo 1998 p.43), it allows for intimately detailed description, and provides the anthropologist with opportunities to be a part of all events. DeWalt and DeWalt (2002 p.92) also suggest that it increases the quality of the data that has been collected and the interpretation of the anthropologist, as well as analysis of that data and assisting in the development of new research questions and hypotheses. However, DeMunk and Sobo (1998) also address some disadvantages of using the particip...
Dorinne K. Kondo in Dissolution and Reconstitution of Self: Implications for Anthropological Epistemology suggested that to understand the culture one studies the ethnographer should account his/her presence. In other words, the ethnographer should write about his/her experiences because it establishes the “I was there” author...
These relationships help manage our emotions through constant interaction and provides an open line of communication whenever or wherever it may be needed. However, this poses a question; can humans survive without interpersonal relationships? According to the online scholarly article titled: “Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice” we emphasize just how critical and essential the perks obtained through these relationships are. Through these relationships we “theorize the concepts of academic morality on the strong and healthy relationships students establish” (Martin, 2009). Through interactions and through the successful and unsuccessful relationships we develop throughout our lifetime, we accumulate
Anthropologists conduct fieldwork by studying people, their behaviours, and their culture. This is done in the field by actively striving to interpret and understand the world from the perspective of those studied (Powdermaker, 1968, Keesing 1981). Anthropological participant-observation includes a “deep immersion into the life of a people” (Keesing, 1981 p.16) with an aim to produce an ethnography that accurately details the experience in a holistic and valuable style (Powdermaker, 1968, Keesing 1981). Generally, full participation in a culture is thought to reduce the interference the researcher has on the behaviour of the informants (Seymour- Smith, 1986). Participant-observation is still widely used by anthropologists as it offers deeply insightful real world accounts which are difficult to achieve using other methods (Seymour-Smith, 1986, Li,
Rimm-Kaufman, Sara. “Improving Students’ Relationships with Teachers to Provide Essential Supports for Learning.” American Psychological Association. May 2012. Web.
Not only this, but anthropologists will also employ Ethnography, writing down a description and analysis, based upon the fieldwork. This helps keep a record of what was learned, while also keeping the culture being studied under its own viewpoint. These factors help impact the analysis of a culture, while still being observed under a cultural relativism outlook.
Using the author’s field research I felt that many of them tried to enter their situation as an outsider looking in as most researchers do. Given time most of them were able to some what be accepted into their social surroundings. No matter what role or relationship the researchers developed along the way they still had to make choices to would affect their data in different ways. They just had to pick the correct approach and apply it. Finally all stories proclaimed different discussions of social science by using different forms of "objectivity" and "subjectivity."
In developing relationships with learners, Freire suggested spending time talking and listening to students in order to get to know them and to gain their participation in class. That admonition has been incorporated into practice by numerous other educators. While many of the strategies in Tom Daly’s book were simple classroom management tips (2013)...
Compton and Hoffman described positive schools as being “caring communities that are built around cooperative relationships” (2013, p. 269). Research has shown that our brains are designed for social relationships (Wilson & Conyers, 2011a), and people learn language and thinking skills best in the context of a positive relationship (Willingham, 2009). In Thinking for Results, Wilson and Conyers stated that, “More than any other element of education, the teacher makes the largest difference in the amount of student learning” (2011b, p. 11). By encouraging positive relationships between teachers and students as well as students with other students, the classroom environment will not only be more enjoyable but will also help students to learn
Teachers have the unique opportunity to support students’ academic and social development at all levels of schooling (Baker et al., 2008; Bronfenbrenner, 1979; Bronfenbrenner & Morris, 1998; McCormick, Cappella, O’Connor, & McClowry, in press). According to the attachment theory (Ainsworth, 1982; Bowlby, 1969), positive relationships enable learners to feel safe and secure in their learning environments which helps providing scaffolding for social and academic skills. Learners who have positive teacher-student relationships may have the feeling of closeness, warmth and positivity which will increase their learning ability (Hamre & Pianta 2001). Students will use this relationship as a secure base for them to explore the classroom both academically and socially. Positive relationship with an adult may protect against the negative outcomes associated with children who stay in poverty (Gallagher 2014). According to Murray and Malmgren (2005), low-income students who have strong teacher-student relationships have higher academic achievement than peers who do not have a positive relationship with a teacher. Therefore, if a learner is born in a rural area, he/she may still able to have great learning capacity if he/she has a positive relationships with everyone in the
The second method is their in-depth interviewing of the local people. The anthropologist interview the local people in order to know what their intake/opinion is on the matter at hand and how is it affecting them as the community. And the anthropologist interviews the community’s leaders to understand their point of view. In this type of method they use statistic questionnaires to conclude their research. The anthropologist needs to use the statistic questionnaire to produce direct and quantified result.