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Sabrina D. MisirHiralall
Montclair State University
  1.  72
    The Postcolonial Pedagogical Challenge of Creativity.Sabrina D. MisirHiralall - 2017 - Religion and Education 2 (44):1-18.
    Edward Said pointed to the problem of Orientalism that develops when the West creates a fictitious imagined version of Eastern religion and culture. Said’s notion of Orientalism focuses on the general distorted representation of Eastern religion and culture by the West. Homi Bhabha extends Said’s notion of Orientalism to reveal the tension of the inevitable hybridity between the East and the West. Here, cultural practices develop in the space of hybridity with the intention to promote a feeling of coherence as (...)
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  2.  69
    The Theological Misappropriation of Christianity as a Civilizing Force.Sabrina D. MisirHiralall - 2017 - Journal of Research on Christian Education 2 (26):79-104.
    The theological misappropriation of Christianity as a civilizing force occurs when individuals convert to Christianity due to deception that ignores the faith-based aspect of Christianity. The history of Western education in India illustrates the hidden curriculum that Christian missionaries employed to disrupt the Indian educational system. This unnerving pedagogy points to the need for a postcolonial theoretical framework that relates the inescapable hybridity of religion and culture where Orientalism has the potential to occur. To press the ongoing urgency of this (...)
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  3.  92
    The Postcolonial Reality of Using the Term " Liturgical " to Describe Hindu Dance.Sabrina D. MisirHiralall - 2014 - Journal of Research on Christian Education 2 (23):154-175.
    Homi Bhabha, a postcolonial scholar influenced by the work of Franz Fanon and Edward Said, indicates that identities stimulate a need to negotiate in spaces that result in the remaking of boundaries. There is a call to expose the limitations of the East and the West in an effort to acknowledge the space in-between that interconnects the past traditions and history, with the present and the future. This study applies Homi Bhabha’s theory of hybridity to determine whether the term liturgical (...)
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  4.  65
    Mindfulness as a Pedagogical Tool: Kuchipudi Indian Classical Hindu Dance.Sabrina D. MisirHiralall - 2015 - Arts in Religious and Theological Studies (ARTS) Journal 1 (27):33-39.
    Contemplative pedagogy is necessary in the dance world because it can be a very dangerous place without it. Dance students who aim to sustain the so-called “right”body image too often develop a physical obsession that leads to dangers like bulimia and anorexia. Moreover, the stresses of performing on stage, combined with other pressures of daily life, may overwhelm dancers to the point where they might feel depressed or even suicidal. Thus, it is vital to develop a pedagogy that thinks about (...)
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  5.  16
    Re-Envisioning Contemplative Pedagogy Through Self-Study.Sabrina D. MisirHiralall - 2016 - Teacher Learning and Professional Development 2 (1):84-96.
    Contemplative pedagogy focuses on creating a sense of presence within educators to effectively educate the whole person through mindfulness in teaching. As I engage in a self-study, I develop initial components for the way I employ contemplative pedagogy. I aim to understand myself as an educator in order to teach effectively. One way to enable particular kinds of understandings is through self-study methodology. The foundational framework that develops through my ongoing self-study may interest those who are unfamiliar with the terrain (...)
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