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dc.contributor.author | TIAN, Xiaojie | en |
dc.date.accessioned | 2019-11-28T06:54:38Z | - |
dc.date.available | 2019-11-28T06:54:38Z | - |
dc.date.issued | 2019-10 | - |
dc.identifier.issn | 0285-1601 | - |
dc.identifier.uri | http://hdl.handle.net/2433/244851 | - |
dc.description.abstract | Pastoralist children in East Africa are well known for their early participation and contribution to local subsistence. Recent studies on the pastoralist process of learning-bydoing have investigated the children's daily activities and skill development. However, little attention is paid to the social institutions and interactions during the process of learning-bydoing. Utilizing ethnographic data, this study elaborates the social norms and interactions in children's work and play in contemporary pastoralist Maasai society. In the study area, children actively conduct subsistence-related chores with limited guidance and accompaniment by adults. Instead of step-by-step instruction, adults make implicit requests in keeping with the Maasai gender-age labor divisions and social relations to suit various contexts. The children respectfully respond to the adult requests, but they sometimes negotiate their wants, especially with their parents. In peer interactions, older children give detailed instructions to the younger ones. Such an educational system is distinctive compared with other small-scale societies where children's roles are not related to local subsistence demands. The author emphasizes the importance of social norms and interactions in the knowledge generation process in pastoralist society. | en |
dc.format.mimetype | application/pdf | - |
dc.language.iso | eng | - |
dc.publisher | The Center for African Area Studies, Kyoto University | en |
dc.publisher.alternative | 京都大学アフリカ地域研究資料センター | ja |
dc.rights | Copyright by The Center for African Area Studies, Kyoto University, October 1, 2019. | en |
dc.subject | Pastoralist Maasai | en |
dc.subject | Children | en |
dc.subject | Daily interaction | en |
dc.subject | Social norms | en |
dc.subject | Learning process | en |
dc.subject.ndc | 240 | - |
dc.title | The Role of Social Norms and Interactions in the Process of Learning-by-Doing: From the Ethnography of Daily Work, Play, and School Participation of Children in Contemporary Pastoralist Maasai Society in Southern Kenya | en |
dc.type | journal article | - |
dc.type.niitype | Journal Article | - |
dc.identifier.ncid | AA10626444 | - |
dc.identifier.jtitle | African Study Monographs | en |
dc.identifier.volume | 40 | - |
dc.identifier.issue | 2-3 | - |
dc.identifier.spage | 77 | - |
dc.identifier.epage | 92 | - |
dc.textversion | publisher | - |
dc.sortkey | 03 | - |
dc.address | Faculty of Health and Sport Sciences, University of Tsukuba | en |
dc.identifier.selfDOI | 10.14989/244851 | - |
dcterms.accessRights | open access | - |
datacite.awardNumber | 18H04192 | - |
dc.identifier.pissn | 0285-1601 | - |
jpcoar.funderName | 日本学術振興会 | ja |
jpcoar.funderName.alternative | Japan Society for the Promotion of Science (JSPS) | en |
出現コレクション: | Vol.40 No.2, 3 |
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