“Life in the Memory of One Who No Longer Lives”:<i>The Laramie Project</i>and the Politics of Performance

Lippert, Leopold

doi:10.1080/08957691003712173

Cited by 2 publications

(1 citation statement)

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“…The phrases display and act out increasingly took on more meaning as my research progressed and it became progressively more important for me to be able to understand and illuminate the particulars of the stories as represented by the participants. Guided by the tenets of verbatim theatre, which has its roots in documentary theatre (Fisher, 2011;Chou & Bleiker, 2010;Lane, 2010;Lippert, 2010;Žantovská, 2010;Hutchinson, 2009;McManus, 2009;Reinelt, 2009;Freeman, 2007), I began to arrange my data, word for word, into conversations. An assemblage of stories, and ultimately a dramatic script, Queerly Inside and Out in School … A Conversation, began to unfold, revealing the shared experience of visibility and invisibility of non-heterosexual identities within a school context.…”

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confidence: 99%

Queerly Inside and Out in School…A Conversation

Keener

2020

paideusis

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“Queerly Inside and Out in School ... A Conversation” draws upon the research from See Me, Hear Me ... Queerly Visible: Conversations About Family and School with Non-Heterosexual Parents and Their Children (Keener, 2012) that explored the schooling experiences of non-heterosexual parents and their children in Nova Scotia. Leveraging visual arts and performance as both a means of data generation and data representation, the generated artifacts illustrated how dominant cultural practices and narratives surrounding school and family perpetuate heteronormative ideology, while excluding and silencing non-heterosexual parents and their children. Queer visibility became a re-occurring place of reflection and tension for parents as they re-told their stories of creating a queer family presence in their child’s school. The stories represented within this paper provide a window into the experience of parents and children who on a daily basis run the risk of not being “seen” by their teachers, school administrators, and the broader school community.

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