Ma is a curriculum. The Japanese concept of ma refers to the interval between two markers. Ma is somatically constructed by a deliberate, attentive consciousness to what simultaneously is expressed, repressed, or suppressed between two structures. In a dialectic exploration, the spaces between-private/public, teacher/student, old/new, self/other, among others-are probed in ways that contribute to the significant research in teaching and learning that has been undertaken in the last few decades.
Material culture is the study of belief systems, behaviours, and perceptions through artefacts and physical objects and is central to the socialization of human beings into culture. The analysis of cultural materials offers sites for concretizing the self and the self in context. New materiality challenges assumptions and cliches and allows for possibilities not yet imagined, perhaps even inconceivable possibilities. New materiality approaches accept that matter itself has agency. As such, this book investigates the intersections at the core of ma, engagements wherein the investigations create something new, in order to demonstrate the layers of the teaching and learning self.
Interpretations of the concept of ma articulate new definitions to improve the conditions, practices, products, and pedagogies of being a teacher/learner in the twenty-first century. Ma is a site for epistemological understandings, threshold learnings, and self and curriculum becomings.
Publisher: Peter Lang Publishing Inc
Number of pages: 290
Weight: 428 g
Dimensions: 225 x 150 mm
Edition: New edition
"Ma, edited by Pauline Sameshima, Boyd White, and Anita Sinner, is an intellectual de-light to read and leads to a concerned thoughtfulness centered upon materiality and material cul-ture and its absence in teacher preparation. The chapters written by scholars in various fields within curriculum theory, poetry, art, and Japanese theory are profound in their exploration of the concept of Ma and teacher identity. I am always fascinated when scholars discuss the spaces in-between. This book discusses the spaces between in significant and insightful ways and is a ma-jor contribution to current scholarship for this reason alone. Scholars in education need to read this book." William Reynolds, Associate Professor of Curriculum, Foundations, and Reading, Georgia Southern University