Papers by Kalpana Iyengar
South Asian Review - Taylor & Francis, 2020
Diasporic children from diverse backgrounds whose parents are from another country are provided w... more Diasporic children from diverse backgrounds whose parents are from another country are provided with out-of-school cultural and performing arts activities to learn to deepen their under- standing of their culture. This background knowledge has a pro- gressive impact on children from diverse societies. However, there is not much research done with Asian Indian children’s psycho- logical development in the US. Directing the focus on parental and community involvement/engagement in facilitating an American born Asian Indian adolescent boy’s psychological devel- opment, this case study examines the child’s mesosystem, which is the relationship of the child’s microsystems. The study explores the student’s parental involvement, religious camps, schooling, scouting, music, and martial arts programs. The student’s six essays, where he constructs his identities as an Asian Indian American and the challenges he faced as a vegetarian and Hindu were coded for themes using Corbin and Strauss (2008) thematic coding method. The study indicated that Gopal’s holistic develop- ment was the result of his cultural upbringing and the influence it had on his emotional and academic progress.
South Asian Review - Taylor & Francis, 2020
The present study demonstrates how the application of Yosso’s (2005) Community Cultural Wealth Mo... more The present study demonstrates how the application of Yosso’s (2005) Community Cultural Wealth Model reveals powerful contributions to the social, cultural, and emotional development of Asian Indian diasporic adolescents. Our study deconstructs various personal narratives (e.g., speeches, emails) written by the performers and other cultural insiders of the iconic Bharatanatyam dance. Within the context of any socio cultural milieu, such writings often reveal identity construction, cultural norms, or other social phenomena (e.g. moral support, gratitude, anger). To aid analysis, we adapted Jerome Bruner’s (1991) Ten Features of Narrative” into our coding scheme in order to foreground the social nature of all cultural practices. The resulting discussion illuminates the multiple levels of meaning subsumed within the activity or cultural artifact (e.g., Bharatanatyam).
Keywords: Bharatanatyam dance, Bruner’s Ten Feature of Narrative, cultural preservation, identity construction, transmediation
This study was carried out in 2018 during a summer "scholar-in-residence" visit to an internation... more This study was carried out in 2018 during a summer "scholar-in-residence" visit to an international religious university in northern India. To maximize the visit, the authors accepted an invitation to work with the secondary (9-12th) grade students during the university's admission and entrance test week. In the absence of university students or regularly scheduled classes, this allowed the researchers to focus their efforts on the high school. The school housed pre-K through twelve and, according to student records, served 1,250 children at the time of the research. Discussed in this paper are the activities conducted by the researcher-educators at the school for a period of 20 days from approximately 7 am to 1pm. All of the academic tracks, Commerce, Arts, and Science (one section each), were included. Following their instruction, students were asked to complete and submit a questionnaire in English (n=250) on their perceptions of the lesson and its instruction. As the title suggests, this paper is an analysis of the Indian students' disposition toward their instruction as it pertains to the Shakespearean sonnet.
In order to assess Carnatic music students' emotive responses to a few selected Carnatic ragas, t... more In order to assess Carnatic music students' emotive responses to a few selected Carnatic ragas, two interdisciplinary researchers and a music teacher conducted a qualitative study supported by Gee's definition 1 of discourse. The researchers analyzed the narratives written by Carnatic music students from India and a major city in the southwest of the United States. The study participants were six young adults between the ages of eleven and sixteen who have learned Carnatic music for more than five years. Some of them have performed their solo debut recitals after learning music for more than 4 years or more with a trained teacher. The participants recorded several emotions such as happiness, melancholy, anger, etc. after they listened to songs based on the selected ragas the researchers provided to the students. Participants also described their observations on the preselected ragas.
According to Riley and Hawe (2004), "Research interest in the analysis of stories has increased a... more According to Riley and Hawe (2004), "Research interest in the analysis of stories has increased as researchers in many disciplines endeavor to see the world through the eyes of the others" (p. 226). We were interested in examining the topic choice of the San Antonio Writing Project summer institute participants, so we could try and understand the topics the contributors wrote during the San Antonio Writing Project’s Invitational Summer Institute professional development program. Our study examined the weekly writing assignment that the members of this learning community wrote and later shared with other participants at the institute. Although teachers could write in any genre, we chose to analyze personal narratives because such writing generated rich themes. In this study, we were also exploring the institute writers’ attitudes about writing and sharing. Twenty-three themes emerged after holistic content analysis of the data and four categories (identity, gratitude, reflection, and human experiences) were formed by clustering the twenty-three emergent themes.
Keywords: Summer Institute, personal narratives, writing, professional development, & attitude.
According to Riley and Hawe (2004), "Research interest in the analysis of stories has increased a... more According to Riley and Hawe (2004), "Research interest in the analysis of stories has increased as researchers in many disciplines endeavor to see the world through the eyes of the others" (p. 226). We were interested in examining the topic choice of the San Antonio Writing Project summer institute participants, so we could try and understand the topics the contributors wrote during the San Antonio Writing Project’s Invitational Summer Institute professional development program. Our study examined the weekly writing assignment that the members of this learning community wrote and later shared with other participants at the institute. Although teachers could write in any genre, we chose to analyze personal narratives because such writing generated rich themes. In this study, we were also exploring the institute writers’ attitudes about writing and sharing. Twenty-three themes emerged after holistic content analysis of the data and four categories (identity, gratitude, reflection, and human experiences) were formed by clustering the twenty-three emergent themes.
Key words: Summer Institute, personal narratives, writing, professional development, & attitude
This article is an attempt to explore holistic content analysis (Leiblich et al, 2008), which may... more This article is an attempt to explore holistic content analysis (Leiblich et al, 2008), which may be an appropriate method to analyze narrative material. This research utilizes four of the kahanis (narratives) written by students of Asian Indian origin growing up in a major city in the United States of America. This study may be beneficial to researchers interested in analyzing narrative texts using holistic content analysis supported by Leiblich et al (2008). The analysis yielded several rich themes, categories, and meta-categories.
Keywords: Holistic Content Analysis, narrative material, Asian Indian American, themes, categories.
This qualitative research paper intends to examine the socio-cultural pedagogies in Bharatanatyam... more This qualitative research paper intends to examine the socio-cultural pedagogies in Bharatanatyam. As an attempt to educate non-Bharatanatyam dancers and dance education researchers, this study focuses on an extensive literature review including data driven studies and position papers. Bharatanatyam, learned using socio-cultural tenets is a valuable Asian Indian artistic and transnational literacy tool. This paper is also an attempt to analyze studies on ballet and flamenco and other scholarly and researched articles on Bharatnatyam. Absence of cognitive benefits of Bharatanatyam in research studies and scholarly articles impacts dance education and Asian Indian children living in the west.
Key Words: Bharatanatyam, Socio-cultural interaction, dance education, Asian Indian, transnational literacy
In order to assess Carnatic music students’ emotive responses to a few selected Carnatic ragas, t... more In order to assess Carnatic music students’ emotive responses to a few selected Carnatic ragas, two
interdisciplinary researchers and a music teacher conducted a qualitative study supported by Gee’s definition1
of discourse. The researchers analyzed the narratives written by Carnatic music students from India and a
major city in the southwest of the United States. The study participants were six young adults between the ages
of eleven and sixteen who have learned Carnatic music for more than five years. Some of them have performed
their solo debut recitals after learning music for more than 4 years or more with a trained teacher. The
participants recorded several emotions such as happiness, melancholy, anger, etc. after they listened to songs
based on the selected ragas the researchers provided to the students. Participants also described their
observations on the preselected ragas.
Key words: Carnatic music, ragas, emotive responses, feelings, Asian Indian students.
"God is running towards me and I am trying to welcome him thro this Raga
and also sounds like somebody is in deep thought on a topic or is remembering a person"
(Participant 3, 2014).
I. Introduction
I observed that students had chapter and then underline the ... more I observed that students had chapter and then underline the connections between concepts in a text. However, when provided with a graphic organizer, they were able to make connections between concepts (Tang, 1992).
Abstract: In order to assess Carnatic music students’ emotive responses to a few selected Carnati... more Abstract: In order to assess Carnatic music students’ emotive responses to a few selected Carnatic ragas, two interdisciplinary researchers and a music teacher conducted a qualitative study supported by Gee’s definition of discourse. The researchers analyzed the narratives written by Carnatic music students from India and a major city in the southwest of the United States. The study participants were six young adults between the ages of eleven and sixteen who have learned Carnatic music for more than five years. Some of them have performed their solo debut recitals after learning music for more than 4 years or more with a trained teacher. The participants recorded several emotions such as happiness, melancholy, anger, etc. after they listened to songs based on the selected ragas the researchers provided to the students. Participants also described their observations on the preselected ragas.
Key words: Carnatic music, ragas, emotive responses, feelings, Asian Indian students.
Books by Kalpana Iyengar
Multicultural Language Arts for Dual Language Classrooms: English-Spanish, 2021
CALL FOR CHAPTER PROPOSALS
Deadline for Abstracts – April 2, 2020
Multicultural Language Arts for... more CALL FOR CHAPTER PROPOSALS
Deadline for Abstracts – April 2, 2020
Multicultural Language Arts for Dual Language Classrooms: English-Spanish
Academic Volume for Publication in 2021
Co-edited by Howard L. Smith, Ph.D. and Kalpana Mukunda Iyengar, Ph.D.
Handbook of Virtual Learning, 2019
This chapter describes a variety of multimedia incorporated into a course to respond to students’... more This chapter describes a variety of multimedia incorporated into a course to respond to students’ emotional and psychological needs. The course was designed for online, hybrid, as well as traditional face-to-face formats. The multimedia incorporated into the course were tools readily available for collegiate use (e.g., email, Google Drive, Wikispace). This research, based on Maslow's Hierarchy of Needs, asserts that many of the experiences and technological devices integrated into 21st Century instruction, respond to critical emotional elements of learning. While technological advancements provide convenience, we argue that, the learner's affective needs are equally supported. Instructors, irrespective of their level of technological proficiency or their access to digital devices, may use these insights to incorporate technology for instruction in more thoughtful ways.
Drafts by Kalpana Iyengar
The goal of the present research was to confirm that culturally efficacious writing models such a... more The goal of the present research was to confirm that culturally efficacious writing models such as the Kahani Writing Project (KWP), demonstrate that diasporic Asian Indian American (AIA) children would utilize the opportunities to explore their bicultural identity. Under the guise of the KWP, i.e. the Indic-centric Writing Workshop model, school-aged AIA children between the ages of six and sixteen were invited to explore their lived experiences as bicultural individuals in writing. Children's personal narratives, called Kahanis, were reviewed to locate and critically analyze those instances in the texts that demonstrated the use of literacy to explore their cultural identities. Using Holistic Content Narrative Analysis (Leiblich, 1998), the data were coded and subsequently organized. For comparison, the resulting themes (e.g., Cultural Preservation, Funds of Knowledge, Translanguaging) were compared to prior studies within the social cultural constructivist literature. The collection also revealed their actions, as well as the efforts of relatives (e.g., parents, grandparents) to maintain their heritage languages and cultural practices (i.e., Cultural Preservation), including religious practices, community values and the performing arts. It was demonstrated that culturally-embedded writing experiences could contribute to the literacy development and cultural preservation of bicultural and culturally marginalized learners.
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Papers by Kalpana Iyengar
Keywords: Bharatanatyam dance, Bruner’s Ten Feature of Narrative, cultural preservation, identity construction, transmediation
Keywords: Summer Institute, personal narratives, writing, professional development, & attitude.
Key words: Summer Institute, personal narratives, writing, professional development, & attitude
Keywords: Holistic Content Analysis, narrative material, Asian Indian American, themes, categories.
Key Words: Bharatanatyam, Socio-cultural interaction, dance education, Asian Indian, transnational literacy
interdisciplinary researchers and a music teacher conducted a qualitative study supported by Gee’s definition1
of discourse. The researchers analyzed the narratives written by Carnatic music students from India and a
major city in the southwest of the United States. The study participants were six young adults between the ages
of eleven and sixteen who have learned Carnatic music for more than five years. Some of them have performed
their solo debut recitals after learning music for more than 4 years or more with a trained teacher. The
participants recorded several emotions such as happiness, melancholy, anger, etc. after they listened to songs
based on the selected ragas the researchers provided to the students. Participants also described their
observations on the preselected ragas.
Key words: Carnatic music, ragas, emotive responses, feelings, Asian Indian students.
"God is running towards me and I am trying to welcome him thro this Raga
and also sounds like somebody is in deep thought on a topic or is remembering a person"
(Participant 3, 2014).
I. Introduction
Key words: Carnatic music, ragas, emotive responses, feelings, Asian Indian students.
Books by Kalpana Iyengar
Deadline for Abstracts – April 2, 2020
Multicultural Language Arts for Dual Language Classrooms: English-Spanish
Academic Volume for Publication in 2021
Co-edited by Howard L. Smith, Ph.D. and Kalpana Mukunda Iyengar, Ph.D.
Drafts by Kalpana Iyengar
Keywords: Bharatanatyam dance, Bruner’s Ten Feature of Narrative, cultural preservation, identity construction, transmediation
Keywords: Summer Institute, personal narratives, writing, professional development, & attitude.
Key words: Summer Institute, personal narratives, writing, professional development, & attitude
Keywords: Holistic Content Analysis, narrative material, Asian Indian American, themes, categories.
Key Words: Bharatanatyam, Socio-cultural interaction, dance education, Asian Indian, transnational literacy
interdisciplinary researchers and a music teacher conducted a qualitative study supported by Gee’s definition1
of discourse. The researchers analyzed the narratives written by Carnatic music students from India and a
major city in the southwest of the United States. The study participants were six young adults between the ages
of eleven and sixteen who have learned Carnatic music for more than five years. Some of them have performed
their solo debut recitals after learning music for more than 4 years or more with a trained teacher. The
participants recorded several emotions such as happiness, melancholy, anger, etc. after they listened to songs
based on the selected ragas the researchers provided to the students. Participants also described their
observations on the preselected ragas.
Key words: Carnatic music, ragas, emotive responses, feelings, Asian Indian students.
"God is running towards me and I am trying to welcome him thro this Raga
and also sounds like somebody is in deep thought on a topic or is remembering a person"
(Participant 3, 2014).
I. Introduction
Key words: Carnatic music, ragas, emotive responses, feelings, Asian Indian students.
Deadline for Abstracts – April 2, 2020
Multicultural Language Arts for Dual Language Classrooms: English-Spanish
Academic Volume for Publication in 2021
Co-edited by Howard L. Smith, Ph.D. and Kalpana Mukunda Iyengar, Ph.D.