The Politics of Recitation: Ideology, Interpellation, and Hegemony

In this article, David I. Backer introduces the politics of recitation as a third realm for research on recitation pedagogy, in addition to process and product. Recitation is the pattern of classroom talk where a teacher asks a question, a student responds to the question, and the teacher evaluates the response. Research on classroom talk shows that this pattern is the dominant script in classrooms in the United States. Revisiting debates among critical theorists of schooling, particularly around the concept of hegemony, Backer argues that the politics of recitation is best understood in terms of interpellation, the concrete occurrence of ideological reproduction. He also maintains that recitation does not interpellate students into a particular category but instead teaches students to become interpellatable to any social category, independent of historical context. The article opens new possibilities for research into the connection between recitation and ideology and describes what liberatory pedagogy can look like

The Mass Psychology of Classroom Discourse

In a majority of cases observed in classrooms over the last several decades, what has gone by the name “discussion” is not discussion, but rather an interaction better known as recitation. If one sees this phenomenon as a problem, then an aspect of its resolution must be theoretical (as opposed to empirical or pedagogical): What series of conceptual terms might we adopt such that recitation does not pass for discussion? Such a theoretical response would have to address internal and external, or subjective and intersubjective, phenomena to describe what it means to participate in an interaction like discussion or recitation. Next the theory would have to explain the differences between interactions such as discussion and recitation in robust terms. Finally, these robust differences would have to prevent the “mistaking” of discussion for recitation, and vice versa. David Backer sets out to accomplish these three goals in the following essay. The theory he builds relies on a distinction between two psychological-affective states: dehiscence and melancholia. Backer argues that recitation forms a mass through melancholic introjection of a single object, while discussion forms a group that dehiscently introjects no particular object at all. The chief finding of this essay is that viewing discussion and recitation through the mass-psychological lens offers a new way to examine what kind of relations of influence and power form during classroom discourse and, specifically, the political significance of those discourses

Al-Quran recitation speech signals time series segmentation for speaker adaptation using dynamic time warping

The transformation of the whole traditional process of Al-Quran Recitation into automated system application could raise the issues of robustness and integrity of recitation and correction quality and acceptance. There are several existing variations especially involve of rhythm, tone and length of recitation for different speaker. Dynamic Time warping (DTW) is used as dynamic programming to normalize the recitation speech length of speaker which warp the speech spectrum amplitude in time series for the experts and learners. DTW is used to gain the same length of recitation which warp the amplitudes, rhythm and tone into same length in time series segments based on formant frequency frame for different recitation speakers. There are 8 experts and 10 users from the Malay Muslim community had three selected surahs for Al-Quran recitation session. The aim of the paper is to normalize Al-Quran recitation speech signals as speaker adaption between experts and learner then represent each recitation speech signal at same vocal tract formant frequency that can be used in robust Automatic Recitation Recognition (ARR) to evaluate the performance of recitation evaluation.Keywords: Al-Quran speech recitation, Automatic Recitation Recognition, speaker adaptation, vocal tract length normalizatio

Omar Makram Mosque: Sheikh Ahmed: Adhan Recitation

Sheikh Ahmed has been a volunteer muezzin at Masgid Omar Makram for 12 years. Here he recites the adhan in one of his many versions; he is also a Quran teacher – Sheikh Makra’a.Video & audio recordings of 6 muezzins reciting the adhan (Muslim call to prayer), with supporting photographs of muezzins and their respective mosques.Hartley Film Foundation, National Geographic All Roads Film Project, Lucius and Eva Eastman Fun

Masgid Sultan Hassan: Sheikh Said: Adhan Recitation

Sheikh Said demonstrates the adhan on February 1, 2010 at the great Sultan Hassan Mosque in Sayeda Aisha. He has been a muezzin here for 8 years.Video & audio recordings of 6 muezzins reciting the adhan (Muslim call to prayer), with supporting photographs of muezzins and their respective mosques.Hartley Film Foundation, National Geographic All Roads Film Project, Lucius and Eva Eastman Fun

Pope John XXIII has composed the prayer that follows

Pope John XXII has composed the prayer that follows, to be offered for the success of the forthcoming Ecumenical Council. We ask that our readers join in its recitation for His Holiness\u27 intentions

Masgid Sheikh Abdullah: Sheikh Mohamed: Adhan Recitation

Sheikh Mohamed demonstrates the adhan on February 7, 2010 at Sheikh Abdullah al Misbah'ah al-Husseini Mosque in Gamaliya. He has been a muezzin here for 20 years.Video & audio recordings of 6 muezzins reciting the adhan (Muslim call to prayer), with supporting photographs of muezzins and their respective mosques.Hartley Film Foundation, National Geographic All Roads Film Project, Lucius and Eva Eastman Fun

Using Standardized Student Evaluation Instruments To Measure Teaching Effectiveness In Lecture/Recitation Mode Classes

This paper investigates the variability of student teaching effectiveness survey evaluations among the various recitation sections when lecture/recitation instruction is utilized with the same instructor both delivering the lecture and teaching all of the corresponding recitation sections.  The research results indicate that when an instructor teaches multiple sections using lecture/recitation instruction, then the meaningful measure of the instructor’s teaching is the average of the student ratings for the various recitation sections. This study focuses on the variability of the students’ responses to each item in the survey instrument as measured by its standard deviation

Efektivitas Pelaksanaan Kegiatan Keagamaan pada Masa Pandemi Covid-19 Di Gampong Tutong, Labuhanhaji Barat, Aceh Selatan

This study aims to describe how effective the implementation of religious activities is in the midst of pandemic COVID-19 in Tutong Village. This research is a descriptive qualitative research. The research subject is the Ustadz or Ustadzah in recitation at the children's recitation place. Ustadz the leader of the weekly Islamic study, as well as several people who take part in the weekly study. The research instrument used interview, observation and documentation techniques. The result showed that religious activities carried out in the midst of pandemic were effective, both in the implementation of routine assesment and children's recitation. There are no obstacles in the implementation of the two activities, and there is also noregulation requiring all participants who participate in recitation to wear masks, but in children recitation place, student are required to maintain personal hygienie. As for the two religious activities, the Ustdaz or Ustadzah always provide education about COVID-19 to children's recitation student and to routine recitation participants every week