By Bryant Keith Alexander, Gary L. Anderson, Bernardo Gallegos
Functionality Theories in schooling: energy, Pedagogy, and the Politics of id breaks new flooring by way of offering quite a number ways to realizing the function, functionality, effect, and presence of functionality in schooling. it's a definitive contribution to a starting discussion on how functionality, as a theoretical and pragmatic lens, can be utilized to view the techniques, systems, and politics of schooling. The conceptual framework of the amount is the editors' argument that functionality and performativity support to find and describe repetitive activities plotted inside grids of strength relationships and social norms that include the context of schooling and education. The ebook brings jointly functionality stories and schooling researchers, academics, and students to enquire such subject matters as: *the dating among functionality and performativity in pedagogical perform; *the nature and impression of appearing identities in various contexts; *cultural and group configurations that fall below the umbrella of training, schooling, and education; and *the sizzling button problems with academic rules and reform as performances. With the purpose of constructing a clearer figuring out of the impact, impact, and position of functionality in schooling, the amount offers a very important place to begin for discourse between theorists and instructor practitioners who're drawn to figuring out and acknowledging the politics of functionality and the practices of performative social identities that usually and already intrude within the academic pastime.
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Additional resources for Performance Theories in Education: Power, Pedagogy, and the Politics of Identity
The hallmark of artistic teachers, claims Barrie Barrell (1991), is their willingness to "forego the insistence upon clear-cut behavioral objectives and predictable learning outcomes for the freedom to adjust and to explore new avenues with unpredictable outcomes" (p. 338). Elliot Eisner (1979),a contemporary forerunner of the teacher-artist movement, emphasizes the human contingencies inherent in learning environments. Artistic teachers cultivate their "educational imagination"—balancing craft with creativity, systems with spontaneity—to meet the specificity of learners' needs and stimulate their capacity for imaginative conceptualization.
The figureground shift from thinking about performance as a context-specific event—a traditional theatrical experience—to understanding performance as an essential agent of human experience, enables 2 For additional discussions of the disciplinary evolution of performance studies and the emergence of a performance paradigm, see Conquergood, 1986; Langellier, 1983; TaftKaufman, 1985; Strine, Long, and Hopkins, 1990. 22 PINEAU the researcher to look through the products of human expression to the performance principles that undergird them.
229) Performance studies' outward motion encourages interdisciplinary dialogue, embraces noncanonical texts, and privileges indigenous performance as it emerges in the context of daily human interaction. As Pelias and VanOosting observed, the performance perspective frames "all utterances as potentially aesthetic, all events as potentially theatrical and all audiences as potentially active participants who can authorize aesthetic experience" (p. 221). The figureground shift from thinking about performance as a context-specific event—a traditional theatrical experience—to understanding performance as an essential agent of human experience, enables 2 For additional discussions of the disciplinary evolution of performance studies and the emergence of a performance paradigm, see Conquergood, 1986; Langellier, 1983; TaftKaufman, 1985; Strine, Long, and Hopkins, 1990.
Performance Theories in Education: Power, Pedagogy, and the Politics of Identity by Bryant Keith Alexander, Gary L. Anderson, Bernardo Gallegos