Wunderkammer: the performance showcase as critical performative pedagogy

2019 ◽  
Vol 39 (3) ◽  
pp. 285-304 ◽  
Author(s):  
Aubrey A. Huber ◽  
Chris McRae
Keyword(s):  
Performative Pedagogy

Critical Performative Pedagogy and Its Applications in English Teacher Education in Korea

2021 ◽  
Vol 30 (2) ◽  
pp. 1-22
Author(s):  
Soojin Ahn ◽  
Ki Yeun Chai ◽  
Haewon Kim ◽  
Seung Hee Park ◽  
Yu Min Park
Keyword(s):  
Teacher Education ◽  
English Teacher ◽  
Performative Pedagogy

scholarly journals COLLABORATORS AND HECKLERS: Performative Pedagogy and Interruptive Processes

2017 ◽  
Vol XI (1) ◽  
pp. 33-71
Author(s):  
Lee Campbell
Keyword(s):  
Life Experiences ◽  
Real Life ◽  
Learning Activity ◽  
First Year ◽  
Art Practice ◽  
Teaching Session ◽  
Performative Pedagogy ◽  
Effective Use ◽  
Collective Survival ◽  
Activity Design

Arguing for the positive disruptive nature of interruption, this paper concentrates on my current performative and pedagogic usage of interruption within my teaching as the means to achieve three aims: 1) develop aspects of practice discussed in my doctoral thesis ‘Tactics of Interruption: Provoking Participation in Performance Art’ (Campbell 2016) related to the focused usage of interruptive processes in contemporary art practice (Arlander 2009: 2) provide students with direct experience of how interruption may command immediate reaction and force collaborative means of working, i.e. collective survival tactics to deal with interruption; and 3) theorise, articulate and demonstrate how interruption relates to critical reflection (on the part of both student and teacher), extending the ideas of Maggi Savin-Baden (2007) to propose interruption as reflection. To achieve these aims, the paper discusses how I have implemented interruption into learning activity design and evidences how I have created activities that aim to help students understand collaborative learning in cross-disciplinary projects through an effective use of realia (interruption is part of real life). I discuss one first year teaching seminar at Loughborough University in March 2015 (and subsequent related iterations) combining performance, fine art and collaboration methodologies where students directly engaged in a range of activities not displaced from their own life experiences; there was heavy student engagement in digital technologies, and interruption. The main outcomes of the teaching session support and go beyond the aims by relating to: a) experiential learning related to the interplay between ‘collaboration’ and ‘interruption’; b) performative pedagogy and inclusion; c) the interplay between teaching, liveness and interruption; and d) performative pedagogy and the exchange of power relation.

scholarly journals High Altitude Makes for High Energy

2018 ◽  
Vol XII (1) ◽  
pp. 99-101
Author(s):  
Tin Wegel
Keyword(s):  
High Energy ◽  
Indiana University ◽  
Lifelong Learners ◽  
Conference Room ◽  
Northern Colorado ◽  
The Us ◽  
Language Classrooms ◽  
University Of Northern Colorado ◽  
Performative Pedagogy ◽  
The University

On January 19, 2018 about 80 people sat in an unassuming conference room on the campus of the University of Northern Colorado in Greeley, chatting and signing away cheerfully with their seat neighbors in anticipation of the keynote address by Susanne Even from Indiana University in Bloomington, IN. The lively crowd of students and faculty members from across the country was clearly already in a chatty mood before the official introduction by Erin Noelliste, the lead organizer of the 5th Scenario Symposium on Performative Pedagogy, kicked off an engaging and interactive evening and day ahead. The idea behind this particular symposium was to focus on the use of drama to enhance learning in education and foreign languages, as the program stated. It was the second of its kind held in the US and thus aimed at broadening readership and scope of the Scenario Journal, with the goal of inspiring creativity and improvisation in foreign language classrooms. The keynote speaker Susanne Even took the podium and I dare say she could not have hoped for a more involved group of lifelong learners. Her keynote talk, made accessible to all participants by sign language interpreters, was the first presentation in the 2018 ...

scholarly journals Methods that Move: A Physical Performative Pedagogy of Subjectivity

2013 ◽  
Vol 30 (3) ◽  
pp. 256-273 ◽  
Author(s):  
Jessica Francombe
Keyword(s):  
Body Politic ◽  
The Body ◽  
Research Projects ◽  
Body Work ◽  
Moving Body ◽  
Performative Pedagogy ◽  
A Site

Driven by a desire to interrogate and articulate the role and place of the body in the study of sport, this paper encourages those who are incited by a richer understanding of the physical to expand and elaborate upon the fleshy figuration that guides the research projects and practices/strategies of the present. This call for papers is an opportunity to unpack the methodological impetus of “body work” (Giardina & Newman, 2011a) and to locate it within the nexus of dialogues that expressly seek to reengage an eclectic body politic at precisely the time when the body is a site of continuous scrutinizing and scientific confession. As researchers we grapple with and problematize method(ologies) in light of the conjunctural demands placed upon our scholarship and so I reflect on a recently conducted project and the methodological moments that it brought to light. Conceptualized in terms of a physical performative pedagogy of subjectivity, I tentatively forward a discussion of what moving methods might look and feel like and thus I question why, when we research into physical, sporting, (in)active experiences, do we refrain from putting the body to work? Why do we not theorize the body through the moving body?

scholarly journals Let It Pass: Changing the Subject, Once Again

PMLA ◽  
1997 ◽  
Vol 112 (1) ◽  
pp. 26-39 ◽  
Author(s):  
Pamela L. Caughie
Keyword(s):  
Women's Writing ◽  
Subject Position ◽  
Student Responses ◽  
Working Through ◽  
Descriptive Theory ◽  
The Subject ◽  
Pedagogical Relation ◽  
Performative Pedagogy ◽  
Privileged Site ◽  
Women’S Writing

The recent controversial transformation of the humanities is due partly to the institutional acknowledgment of diversity and partly to critics' efforts to theorize difference and to destabilize the categories of identity on which programs devoted to the study of diversity are founded. This double agenda creates anxiety over the positions we find ourselves in as scholars and teachers in the newly configured university. My essay offers a means of working through this tension: a performative pedagogy based on a descriptive theory of the dynamics of passing. I exemplify this dynamic by reading debates on white feminists' appropriation of black women's writing, comparing student responses to the 1934 film Imitation of Life, and discussing Fannie Hurst's novel on which the film is based. I posit the pedagogical relation as the privileged site where passing, which is inevitable in any subject position, can be enacted and made explicit.

scholarly journals Diseñar actos pedagógicos exitosos con adolescentes escolarizados(as) a partir de la incertidumbre: una aplicación de la pedagogía performativa intercultural en una Secundaria en Medellín, Colombia / Designing Pedagogical Actions with School Adolescents with the Help of Uncertainty: an Application of Intercultural Performative Pedagogy in a Medellín-based (Colombia) High School

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Anja Maria MacKeldey
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Democratic Education ◽  
Learning Processes ◽  
Dramatic Play ◽  
Pedagogical Practice ◽  
Structural Patterns ◽  
Auto Ethnography ◽  
Performative Pedagogy ◽  
Successful Teaching

ABSTRACTThe decline of supposedly symbolic structures devised for eternity, such as God, family, nation, sex or gender, unties in the citizens of the worlds a certain uncertainty that influences our thinking and acting. Intercultural Performative Pedagogy (IPP) considers such declines of our beliefs to be an opportunity for us to perceive and/or devise ourselves as actuated subjects that follow traditional and structural patterns and, at the time, as subjects acting within our own identity games. For that reason, it calls for pedagogical actions that are consistent with this chiasmatic focus. In this context, IPP sees adolescent life worlds and its random thinking as paradigmatic manifestations of uncertainty. Constructive maieutic didactic techniques designed to put on stage and learn how to read the chiasmatic MacKeldey this as well as that” as suggested by IPP have proved to be auto-ethnography, the dramatic play, the documentary methodology and feedback. In conclusion, what this writing seeks to prove by pointing to chiasmatic IPP and a few exemplary experiences collected between 2005 and 2014 is that taking advantage of uncertainty eases successful teaching and learning processes with school adolescents. This way, we consider IPP to be a mechanism that is suitable for co-constructive pedagogical practice in subjects that relate to democratic education in a direct or transversal manner.RESUMENEl desmoronamiento de estructuras supuestamente simbólicas para la eternidad como dios, familia, nación, sexo y género, desata en los y las ciudadanos(as) de los mundos una determinada incertidumbre que influye en nuestro pensar y actuar. Semejantes desmoronamientos de nuestras creencias son considerados por la pedagogía performativa intercultural (PPI) una oportunidad de percibirnos y/o diseñarnos como personas tradicional y estructuralmente actuadas, y al mismo tiempo como personas actuantes en nuestros juegos identitarios, por lo que convoca a realizar actos pedagógicos acordes a este enfoque quiasmático. En este contexto, la PPI asume los mundos de vida adolescentes y su pensamiento randómico como manifestaciones paradigmáticas de la incertidumbre. Técnicas mayéutico-didácticas constructivas para poner en escena y aprender a leer el tanto…como... quiasmático propuesto por la PPI, demostraron ser la autoetnografía, el juego dramático, el método documental y la retroalimentación. Finalmente, este aporte busca evidenciar por medio de una proyec-ción esquemática de la PPI y unas experiencias ejemplares (2005-2013) que el aprovechamiento de la incertidumbre facilita procesos de enseñanza y aprendizaje exitosos con adolescentes esolarizados(as). Con eso, ponemos en discusión la PPI como dispositivo para una práctica pedagógica co-constructiva en materias que se relacionan directa o transversalmente con la educación democrática. Contacto principal: [email protected]

Sign in / Sign up

Export Citation Format

Share Document