Title: Towards an Integrative (Conceptual) Framework of Performance Studies and Education: Phenomenology, Presence, Affect, Embodiment and Pedagogy
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Live-Stream Presentation
Authors:
Yi Wei Chew, Singapore University of Social Sciences, Singapore
Abstract:
Many educators typically refer to themselves as performers – regardless of the discipline they are in. There is thus an analogous relationship between performing and the act of teaching and learning. Alexander et al's (2005) edited collection Performance Theories in Education: Power, Pedagogy, and the Politics of Identity is seminal in calling for this interdisciplinary intervention. Unfortunately, there has yet been a solid, systematic response to their book with only scattered articles taking up their call, much less a concrete conceptual framework that Education scholars can refer to. My conceptual framework focuses on integrating Performance Studies – specifically its concepts of Presence, Embodiment and Affect – with Education. It argues that such an integration and intervention would not merely lead to a stronger awareness of the performative aspects of education and educating, it would also aid teachers in applying their understanding of these aspects into their pedagogical praxis. For example, having a theoretical and experiential awareness of the performative aspects of the teaching-body would certainly provide teachers with a deep understanding of the cultural, and socio-political grids of their bodies and how this, in turn, can affect their practice – how and why they teach and communicate with their students. Deconstructing the related notions of “performing”, "performer" and "performance" in the disciplinary context of Education, through the lens of Performance Studies therefore provides theoretical weight to the usage and ideas of performance in Education. Ultimately and more importantly, it hopes to create a re-knowing, refining, and redoing of pedagogical practice.
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