Abstract
This classic essay was authored by Elyse Lamm Pineau, the mother of Western critical performance pedagogy. The essay, which was first published in 2002 in the edited collection: Teaching performance studies, offered the first theoretical foundation and instructive bibliography for performative pedagogy in American educational scholarship. In 2012, it was proposed that the essay be translated into Portuguese for publication in Performance and Education: (De)territorializing Pedagogies. Now, it is intention that the Mandarin Chinese version will promote a cross-cultural and multi-disciplinary exchange between Taiwanese and American academics in theater education. This essay offers a typology for how performance praxis can be linked to educational critique and school reform. It maps the interdisciplinary terrain between theater/performance studies and critical pedagogy. It provides critical minded and/or performance-based educators with heuristic guidelines for generating research questions, developing methodologies and enhancing classroom practice. It categorizes the body according to three concepts–“The Ideological Body”, “The Ethnographic Body”, and “The Performing Body”–to document how performance shapes pedagogical praxis. The essay is structured around two agendas: to identify representative scholarship in education that takes “schooling the body” as its conceptual point of entry, and to bring into focus an emergent research trend that Pineau coins “Critical Performative Pedagogy”.
| Translated title of the contribution | Critical Performative Pedagogy–Fleshing Out the Politics of Liberatory Education |
|---|---|
| Original language | Chinese (Traditional) |
| Pages (from-to) | 7-22 |
| Number of pages | 16 |
| Journal | 戲劇教育與劇場研究 |
| Volume | 5 |
| Issue number | 1 |
| Publication status | Published - 2014 |
Keywords
- Critical performative pedagogy
- Performance
- Critical pedagogy
- Body