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: 501 g
Dimensions: 225 x 150 mm
Edition: New edition
"Reading Ma gave me a jolt, a shock of recognition that phenomenologists point to as reminders of our bodily and material experiences of life. When so much of our lives can seem ephemeral and detached from lived experiences, and when changes in the physical and natural world can seem overwhelming, the concept of 'ma' invites us to explore the productive tensions often obscured by cultural abstractions and binary distinctions. The return to materiality, to arti-fact-making, weaving and the physical resonances that are gifts of poetry, narrative, and other forms of art, suggest rich forms of inquiry into teachers' and teachers-to-be lives and identities. This book registers a profound hope: that we can create meaning in relation to the material world but not apart from it." Hans Smits, Associate Professor Emeritus, Werklund School of Education, University of Calgary