Peter Minshall: A Voice to Add to the Song of the Universe

Schechner, Richard; Riggio, Milla Cozart

doi:10.1162/105420498760308544

Cited by 5 publications

(2 citation statements)

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“…Garoian adopted a poststructural approach to education that challenged and resisted the classical views of teaching and learning and its valuing of strategies other than those that are "academically determined." Garoian moved pedagogy beyond its official boundaries, made it extensive in space and time, and allowed for application of the model to events like Trinidad Carnival that scholars inside and outside of performance theory (see Schechner & Riggio, 1998;Turner, 1983aTurner, , 1983b have theorized as performance and performance art.…”

Section: Performance Art Pedagogymentioning

confidence: 99%

“…Holquist (1990, p. 90) characterized it as "one source of' resistance to the 'egoism of the West' that Bakhtin denounced." Scholars from various disciplines that include education, economics, cultural anthropology, history, performance studies, ritual, theatre drama, and dance (Ahye, 1991;Brererton, 1981;Burgess-Massey, 2001De Verteuil, 1984;Girvan, 2002;Hill, 1972;Ho & Nurse, 2005;Juneja, 1988;Liverpool, 1990Liverpool, , 2001Nurse, 1999;Riggio, 1998;Schechner & Riggio, 1998;Scher, 2002Scher, , 2003van Koningsbruggen, 1997) have made Caribbean Carnival the focus of their studies. It is these varying discourses, I argue, that have contributed to the varying definitions of Carnival and its role in the development of the nation.…”

Section: Socio-cultural-historical Contextsmentioning

confidence: 99%

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Mas' Making and Pedagogy: Imagined Possibilities

Fournillier

2014

TQR

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In this article I draw on an ethnographic case study that examined mas makers perceptions of the learning/teaching practices at work in the production of costumes for Trinidad and Tobagos annual Carnival celebrations. During the 2005 Carnival season I spent four months in the field, my country of birth, and collected data through participant observation, still photographs, and informal and semi-formal autobiographical interviews. I used Spradleys (1979, 1980) domain and componential analysis and Goodenoughs (1971) propriospect in my description, analysis, and interpretation of the data resources. In this article, I apply the notion of performance art pedagogy to these findings. In so doing, I explore imagined possibilities and implications for the institutionalized educational system that Caribbean scholars claim are in an era of re-conceptualization. I challenge fellow educators to reconsider what counts as learning and what learning counts (Green & Luke, 2006), in our efforts to provide education for all.

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Section: Performance Art Pedagogymentioning

confidence: 99%