Performance and Pedagogy manuscript - Seeking essays and shorter pieces
for Imaginative Teaching and Learning
The proposed volume seeks to collate and critically assess a range
of approaches related to teaching and learning in the arts, humanities, and
sciences, particularly in terms of the contribution that the emergent area of
Performance Studies is making in the meta-disciplinary use of performance in
educational practice. One of the greatest challenges in the relatively new,
though highly contested disciplinary formation of Performance Studies has been
to not simply extend the horizon of subjects worthy of research and study, but
to expand the ways of thinking about or discovering these subjects. This has
called for great experimentation and efforts in pedagogical practices, as
educators push for new ways of teaching and research, while simultaneously
establishing new subjects as worthy of being taught. The larger, profound transformations
that education is undergoing in the current era of globalization, ranging from
the increasing vocationalization and privatization of university education, to
a modification of the discourses in a particular discipline, to a call for
alternatives to hierarchical training, further highlight the urgency to rethink
and interrogate pedagogical insights from the field of performance.
The intertwining of performance and pedagogy thus carries profound
philosophical and theoretical implications on the one side, while raising very
practical questions related to the enterprise of teaching on the other. The
proposed volume seeks to address these questions of pedagogical practice in and
through performance, and bring together knowledge that has been largely ignored
or perceived as secondary to the quality of teaching, or to the subject taught.
These practices encompass general issues of curricular construction, sites of
instruction, classroom dynamics, assessment, teacher-learner relationships,
collective self-education, as well as specific issues related to methods and
tools for dealing with a particular topic.
This collection of essays will document, explore, and interrogate
intersections between performance and pedagogy, envisioning our classrooms as
performative, or sites where knowledge is formed, meanings are made, and
behaviors are constituted. Discussions in the Performance and Pedagogy Working
Group at PSi (Performance Studies international) conferences since 2007 have focused
around the necessity for a scrapbook of practical experiences relating to the
limits and potential of performance in teaching, as well as a discussion of
lessons learnt from the field.
We seek two different kinds of submissions, essays and shorter
pieces detailed below.
Essays: Performance Studies meets Pedagogical Theory
We are seeking eight essays (approximately
4000 words each) designed to provide an introductory framework for
reflection on the epistemological shift that emerges when Performance Studies
intersects Pedagogical Theory. Critical essays are invited from scholars,
practitioners, artists and cultural activists invested in one or more of the
relationship of performance to conceptions and visions of education:
How close has the educational sector come towards fulfilling Ivan
Illich’s radical call to deschool society (Ivan Illich, Deschooling Society, 1971), or usefully practicing Paulo Freire’s
critique of the banking method of education (Paulo Freire, Pedagogy of the Oppressed, 1970)? What are the contributions of
Performance Studies to this goal, be it conceptually (e.g. how notions such as
performativity or representation inform the way we understand the learning
process), epistemologically (e.g. how new research paradigms such as
practice-based research reshape teaching paradigms), or in the aesthetic realm
(e.g. how the recognition of non-text based knowledge serves to question the
authority of text based learning)? How does scholarship in the field of
theatre/performance, for e.g. the changing relationship between actors and spectators
provide scope for a changed relationship between teachers and learners (Jacques
Ranciere, The Ignorant Schoolmaster: Five
Lessons in Intellectual Emancipation, 2004)?
relationship of performance to educational institutions and their practices:
In what way does the field of performance challenge the
verticality and increasingly market-driven institutional constraints of the
university, by providing alternative and creative models and experiments in
training, knowledge production and collective teaching/learning? How does
performance question or re-imagine the custodianship of knowledge, by proposing
new ways of sharing, deep learning and new ways of understanding expertise and
erudition, aided by but not restricted to technological knowledge management (Gayatri
Chakravorty Spivak, "Introduction,” from An
Aesthetic Education in the Era of Globalization, 2012)?
relationship of performance to theory, history, methodology, praxis:
How does the broadening horizon of subjects of study in
performance enrich or broaden the horizon of ways of teaching and learning what
is conventionally taught through frontal means?
Essays that address educational theories and insights relating to
various teaching practices are encouraged. We seek contributions that not only
critically examine performance pedagogy but also that address applied teaching
Shorter Pieces: Scrapbook for Learning Teachers
We are seeking 20 shorter pieces (approximately 2000-2500 words) that will provide a ‘scrapbook’ of
classroom teaching examples, drawing from localized interventions with
particular institutions, people and sites.
We particularly welcome reflections or ethnographies of practice
about specific classroom activities or the range of practices associated with
linking performance and pedagogy. Additionally, we encourage authors to
consider how institutional practices and requirements impact our classrooms (such
as assessment or grading).
Each scrapbook entry will follow a fixed format:
Title for exercise/method/game:
Aims and/or Learning Outcomes:
Number of participants:
Teaching Framework: (undergrad, postgrad, seminar, workshop…)
Material and technical Requirements:
Description of facilitation process:
Abstracts (500 words)
for essays or scrapbook entries are sought by December 1, 2013. All selected
contributors will be asked to submit completed manuscripts by April 30, 2014.
Please include a
150-word bio. Abstracts and manuscripts
should be sent as MS Word attachments via email to Sruti Bala - S.Bala@uva.nl and
Monica Stufft - email@example.com
Ivan. 1971. Deschooling Society. Cuernavaca: CIDOC.
Paulo. 1970. Pedagogy of the Oppressed. New York: Continuum.
Jacques. 1994. The Ignorant Schoolmaster. Five Lessons in Intellectual
Emancipation. Stanford: Stanford University Press.
Gayatri Chakravorty. 2012. "Introduction" from An Aesthetic Education
in the Era of Globalization. Cambridge MA: Harvard University Press.