Unravelling Indigenous Pedagogy: Tracing Dances and Songs of Dangaura Tharus

Autor/in	Chaudhary, Nathuram
Titel	Unravelling Indigenous Pedagogy: Tracing Dances and Songs of Dangaura Tharus
Quelle	In: International Journal of Multidisciplinary Perspectives in Higher Education, 6 (2021) 2, S.126-155 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-2546
Schlagwörter	Foreign Countries; Indigenous Populations; Indigenous Knowledge; Cultural Influences; Singing; Dance; Folk Culture; Educational Practices; Theories; Nonformal Education; Role Playing; Observation; Dialogs (Language); Interpersonal Communication; Experiential Learning; Demonstrations (Educational); Imitation; Memorization; Rote Learning; Experiments; Nepal + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Cultural influence; Kultureinfluss; Gesang; Tanz; Bildungspraxis; Theory; Theorie; Non-formal education; Non formal education; Nichtformale Bildung; Rollenspiel; Beobachtung; Dialog; Dialogs; Dialogue; Dialogues; Interpersonale Kommunikation; Experiental learning; Erfahrungsorientiertes Lernen; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Gedächtnistraining; Mechanisches Lernen; Erprobung
Abstract	This paper attempts to explore the underpinning pedagogy in Tharu culture -- songs and dances of Dangaura Tharus- performed in various feast and festivals. Along with this, my study focused on examining the connections of the Tharus' pedagogies with that of the formal and non-formal schools. I employed interpretivism as a research paradigm and ethnography as a research design which includes focus group discussion, observation and interview with Chairperson of Guruwas (Tharu Priests), 4 Morihyas (leader of Singer), 4 Barghars (village Chief) and 4 Tharu social elites of the Kailali district of the Far western province as methodology. I interpreted the pedagogy embedded in Tharu dances and songs; interconnected to western learning theories, Gardner's multiple intelligence theory and Aboriginal pedagogy. I theorize the objectives, contents, teaching methods, evaluation process and revision process embedded in Tharu songs and dances. I concluded that each culture has its own pedagogical process and pedagogy embedded in any culture can be applied for learning in formal as well as non-formal education systems. It is where I expect that the present study is of substantial importance for the teachers, educational planners, policy makers of formal education. (As Provided).
Anmerkungen	International Journal of Multidisciplinary Perspectives in Higher Education. 6 Delgreen Court, Nottingham, MD 21236. Web site: https://www.ojed.org/index.php/jimphe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01