Literaturnachweis - Detailanzeige
| Autor/in | McManimon, Shannon K. |
|---|---|
| Titel | Fracturing and Re-Membering: Exploring Educational Crisis through Performative Mapping |
| Quelle | In: International Journal of Education & the Arts, 21 (2020) 24, (25 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1529-8094 |
| Schlagwörter | Theater Arts; Ethnography; Faculty Development; Critical Literacy; Artists; Art Teachers; Memory; Crisis Management; Elementary Schools; Drama |
| Abstract | "Fracturing and Re-Membering" is a performative mapping combining critical autoethnography and verbatim theatre that re-presents the entanglement of the fragmented and fractured work of teaching, professional development, and research. It draws on data from professional development sessions of a critical literacy and creative drama program that partners U.S. elementary school classrooms with Teaching Artists from a nonprofit theatre company. While the performative mapping can stand alone, I first explain professional development experiences I facilitated for these Teaching Artists on Kumashiro's (2009) conception of crisis in relation to learning; I then outline the research process that led to the performative mapping. Following the performative mapping, I reflect on how using creative drama as pedagogy in professional development and as research facilitated re-membering ourselves both individually and collectively as we worked through crises forcing us to confront troubling knowledge. The performative mapping invites audiences/participants to do so as well. (As Provided). |
| Anmerkungen | International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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