Re: affectivity: feelings and emotions -- rhythms

Marc Camras (mcamras who-is-at weber.ucsd.edu)
Fri, 27 Feb 1998 11:16:48 -0800 (PST)

I like Lisa Delpit's "Teaching Other People's Children" for starters as
well as Paley's "White Teacher."

Marc

On Thu, 26 Feb 1998, Sherry Marx wrote:

> I am very interested in the topic of cross-cultural communication between
> white teachers and black students in the States. Anyone have any leads?
>
> Sherry
>
> At 02:18 AM 2/26/98 -0000, you wrote:
> >And we shouldn't forget to mention Malcolm Collier and his
> >father, who was among the first, I think, to film interaction -
> >he analyzed the asynchrony between white teachers and
> >Native Alaskan students and the strikingly contrasting
> >synchrony between Native Alaska teachers & students --
> >before Fred Erickson did his work.
> >
> >And even before that or perhaps contemporaneous with the
> >senior Collier, Jay Haley and others who were the first
> >to study "communication" in the 1940s -- who was it who
> >created Labanotation for ballet?
> >
> >
> >At 01:23 PM 2/25/98 -0600, you wrote:
> >>At 03:26 PM 2/25/98 +0800, you wrote:
> >>>Along this line, some interesting works regarding the role of rhythm in
> >>>cross-cultural /teacher-student interactions:
> >>>
> >>>e.g., Scollon, 1981, Tempo, density and silence: Rhythms in ordinary talk.
> >>>Fairbanks: University of Alaska, Centre for Cross-Cultural Studies.
> >>> Barhhardt, C. 1982, Tuning-in: Athabaskan teachers and Athabaskan
> >>>students. In R. Barnhardt (Ed.), Cross-cultural issues in Alaskan education
> >>>(vol. 2). Fairbanks: Unviersity of Alaska, Centre for Cross-Cultural
> >>>Studies (ERIC Document No. ED 232 814)
> >>>
> >>>Angel
> >>>-------------
> >>>Angel Lin
> >>>City University of Hong Kong
> >>
> >>I should also say see also Edward Hall's "The Dance of Life," (Anchor Books,
> >> who-is-at 1982, passim, but esp. pp 168ff) in which he recounts work done with grad
> >>students who built a "blind"--an "abandonned" car, if memory serves--near a
> >>school playground (and obviously ran a certain risk of being apprehended for
> >>illicit conduct) from which they taped and otherwise observed and recorded
> >>the doings of children at play. Hall reports that from repeated analysis of
> >>the data, the researcehrs were able to discern how one person, a girl, was
> >>able to impose--though that isn't exactly the right word; p'raps "infect"
> >>better describes the phenomenon, inasmuch as rhythm is a contagion, as
> >>anyone with even a passing familiarity with a working pile-driver can
> >>attest--the wholly discontinuous groups on the playground with her own
> >>"rhythmiticity" simply because her sense of the "beat of life" was the most
> >>evident and/or obvious, such that by the end of any period during which she
> >>was on the playground all the other children with whom she was in contiguous
> >>space and proximity were all "dancing" to her rhythms.
> >>
> >>Anent this matter further, I noted from a bulk-mailed flyer that Howard
> >>Gardener's scheme of multiple intelligences has expanded from seven to
> >>eight, but that none (still) is primarily concerned with affect--as
> >>differentiated from "intellectual" cognition, except insofar as spatial and
> >>musical "intelligences" defy "purely" cognitive characterization in the ways
> >>that this thread's understanding of affectivity would tease out, even when
> >>they were not explicitly expressed. Surely, space and the sense of it as a
> >>mode of understanding is not purely "cognitive," else we could not "feel"
> >>lost in it or estranged by it, or alienated within it.
> >>Fascinating discussion, btw.
> >>+ = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = +
> >>| John Konopak, EDUC/ILAC,820 VanVleet Oval,U.of OK.Norman,OK73019|
> >>|E-mail: jkonopak who-is-at ou.edu; Fax: 4053254061; phone:4053251498 |
> >>+_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_+
> >>| "You may not be able to change the world, but at least |
> >>| you can embarrass the guilty." --Jessica Mitford (1917-1996) |
> >>| "Those who can, must!" --Anonymous |
> >>+ = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = +
> >>In a marketplace of ideas, there are going to be ideas that you find
> >>abhorrent. The best thing to do is to respond to them.
> >> --Barry Steinhardt, President,
> >> Electronic Frontier Foundation
> >>
> >>
> >>
> >>
> >>
> >>
> >
> >
> >Judith Diamondstone (732) 932-7496 Ext. 352
> >Graduate School of Education
> >Rutgers, the State University of New Jersey
> >10 Seminary Place
> >New Brunswick, NJ 08901-1183
> >
> >
> >
>