Hooping through Interdisciplinary Intertwinings: Curriculum, Kin/aesthetic Ethics, and Energetic Vulnerabilities
Learning to become a teacher is inherently stressful. Daunting deadlines of final assignments become the curricular hoops students jump through, conceptualized as gateways to experiencing something meaningful on the ‘other’ side, beyond the circumscribed constraints of a university campus. In an eth...
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ftjcacs:oai:jcacs.journals.yorku.ca:article/34390 2023-11-12T04:17:11+01:00 Hooping through Interdisciplinary Intertwinings: Curriculum, Kin/aesthetic Ethics, and Energetic Vulnerabilities Lloyd, Rebecca Jane 2012-07-17 application/pdf https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/34390 eng eng York University Libraries https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/34390/32426 https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/34390 Copyright (c) 2012 Rebecca Jane Lloyd Journal of the Canadian Association for Curriculum Studies; Vol. 10 No. 1 (2012); 4-27 La Revue de l’association canadienne pour l’étude de curriculum Vol. 10 No. 1 (2012); 4-27 1916-4467 lived curriculum phenomenology teacher education kin-aesthetic consciousness info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed article 2012 ftjcacs 2023-10-25T16:17:19Z Learning to become a teacher is inherently stressful. Daunting deadlines of final assignments become the curricular hoops students jump through, conceptualized as gateways to experiencing something meaningful on the ‘other’ side, beyond the circumscribed constraints of a university campus. In an ethic, kinaesthetic, and energetic pedagogical response, teacher candidates were invited to spend time with and physically explore the very object they associate with their exasperations: the hoop. This inquiry thus aimed to explore emergent interdisciplinary understandings between the practice of ‘learning to teach’ and ‘learning to hoop’ on campus and with children in local schools and a First Nations community. Student interviews revealed that the practice of hooping not only released stress, it afforded an opportunity to loosen rigid notions of curriculum and pedagogy, specifically that learning is more than a linear journey of jumping through a prescribed set of hoops and that teaching is more than a process of transmitting information. A bodily pedagogical practice of vulnerability, fluidity and interactivity thus emerged as teacher candidates became receptive to step into and be transformed by the hoop. Article in Journal/Newspaper First Nations Journal of the Canadian Association for Curriculum Studies (JCACS) |
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Journal of the Canadian Association for Curriculum Studies (JCACS) |
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ftjcacs |
language |
English |
topic |
lived curriculum phenomenology teacher education kin-aesthetic consciousness |
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lived curriculum phenomenology teacher education kin-aesthetic consciousness Lloyd, Rebecca Jane Hooping through Interdisciplinary Intertwinings: Curriculum, Kin/aesthetic Ethics, and Energetic Vulnerabilities |
topic_facet |
lived curriculum phenomenology teacher education kin-aesthetic consciousness |
description |
Learning to become a teacher is inherently stressful. Daunting deadlines of final assignments become the curricular hoops students jump through, conceptualized as gateways to experiencing something meaningful on the ‘other’ side, beyond the circumscribed constraints of a university campus. In an ethic, kinaesthetic, and energetic pedagogical response, teacher candidates were invited to spend time with and physically explore the very object they associate with their exasperations: the hoop. This inquiry thus aimed to explore emergent interdisciplinary understandings between the practice of ‘learning to teach’ and ‘learning to hoop’ on campus and with children in local schools and a First Nations community. Student interviews revealed that the practice of hooping not only released stress, it afforded an opportunity to loosen rigid notions of curriculum and pedagogy, specifically that learning is more than a linear journey of jumping through a prescribed set of hoops and that teaching is more than a process of transmitting information. A bodily pedagogical practice of vulnerability, fluidity and interactivity thus emerged as teacher candidates became receptive to step into and be transformed by the hoop. |
format |
Article in Journal/Newspaper |
author |
Lloyd, Rebecca Jane |
author_facet |
Lloyd, Rebecca Jane |
author_sort |
Lloyd, Rebecca Jane |
title |
Hooping through Interdisciplinary Intertwinings: Curriculum, Kin/aesthetic Ethics, and Energetic Vulnerabilities |
title_short |
Hooping through Interdisciplinary Intertwinings: Curriculum, Kin/aesthetic Ethics, and Energetic Vulnerabilities |
title_full |
Hooping through Interdisciplinary Intertwinings: Curriculum, Kin/aesthetic Ethics, and Energetic Vulnerabilities |
title_fullStr |
Hooping through Interdisciplinary Intertwinings: Curriculum, Kin/aesthetic Ethics, and Energetic Vulnerabilities |
title_full_unstemmed |
Hooping through Interdisciplinary Intertwinings: Curriculum, Kin/aesthetic Ethics, and Energetic Vulnerabilities |
title_sort |
hooping through interdisciplinary intertwinings: curriculum, kin/aesthetic ethics, and energetic vulnerabilities |
publisher |
York University Libraries |
publishDate |
2012 |
url |
https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/34390 |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
Journal of the Canadian Association for Curriculum Studies; Vol. 10 No. 1 (2012); 4-27 La Revue de l’association canadienne pour l’étude de curriculum Vol. 10 No. 1 (2012); 4-27 1916-4467 |
op_relation |
https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/34390/32426 https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/34390 |
op_rights |
Copyright (c) 2012 Rebecca Jane Lloyd |
_version_ |
1782334153237200896 |