Raman2019
| Raman2019 | |
|---|---|
| BibType | ARTICLE |
| Key | Raman2019 |
| Author(s) | Joonas Råman |
| Title | Budo demonstrations as shared accomplishments: the modalities of guiding in the joint teaching of physical skills |
| Editor(s) | |
| Tag(s) | EMCA, Agency, Demonstrations, Directives, Guiding, Martial arts |
| Publisher | |
| Year | 2019 |
| Language | English |
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| Month | |
| Journal | Journal of Pragmatics |
| Volume | 150 |
| Number | |
| Pages | 17–38 |
| URL | Link |
| DOI | 10.1016/j.pragma.2019.06.014 |
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Abstract
Utilizing the conversation analytic method, this research examines the multimodal ways in which Brazilian jiu-jitsu and aikido teachers guide their partners in demonstration sequences i.e. situations where the whole class is observing them teach a particular technique. In the data, the teachers and their partners do not negotiate the techniques prior to showing them, but rather rely on in-situ haptic cues and pragmatic knowledge of the sport to advance the demonstration sequence. Typically, the focus of the teaching is on the actions of the teacher, who normally adopts the role of the 'tori', the executor of the technique. This study shows that by resorting to more implicit modalities of guidance, teachers can create affordances for their partners to display their sport-specific pragmatic knowledge and pedagogical agency in a way which allows the focus of the teaching to shift to the actions of the 'uke', the receiver of the technique. At the core of interaction between the teachers and their partners in demonstrations are shown to be the paired actions of guiding and responding.
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