Teaching Is Performance: Reconceptualizing a Problematic Metaphor

Pineau, Elyse Lamm

doi:10.2307/1163264

Cited by 35 publications

(54 citation statements)

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“…Analogie mezi vyučováním a hereckým výkonem se v pedagogických studiích v posledních letech vyskytují, avšak zaměřují se zejména na učitele (srov. Pineau, 1994). Studenti učitelství se doslova učí roli, a toto učení můžeme chápat i v goffmanovském pojetí: "Jedinec jako účinkující má kapacitu učit se a využívá ji při učení se sociální roli" (Goffman, 1999, s. 244).…”

Section: Kateřina Lojdováunclassified

Z posluchárny za katedru: Mocenské vztahy ve výuce studentů učitelství

Vlčková¹,

Lojdová²,

Lukás³

et al. 2015

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Section: Kateřina Lojdováunclassified

Z posluchárny za katedru: Mocenské vztahy ve výuce studentů učitelství

Vlčková¹,

Lojdová²,

Lukás³

et al. 2015

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“…8 Este é um campo de pesquisa sobre processos sociais e políticos que começou há mais de 50 anos atrás (Gallie, 1956 sobre concepções de democracia) e recentemente começou a emergir em educação e além dela, inclusive sobre concepções de democratização Boynton, 2004); visões políticas do mundo em geral (Lakoff, 2008;; o processo político De Landtsheer, 2004); feminismo (Hawkesworth, 2009); professores (Fischman, 2000); ensino e aprendizagem (Haas; Lakoff, 2010;Mahilios;Maxson, 1998;Martinez;Sauleda;Huber, 2001;Munby, 1987;Pineau, 1994;Provenzo;McCloskey;Kottkamp;Cohn, 1989;Reddy, 1978;Saban, 2010;Sfard, 1998;Shaker, 2010); e educação superior (Fischman;Haas, 2009;Haas;Fischman, 2010). Ver também estudiosos trabalhando sobre análise de discurso (por exemplo, Alsup, 2006;Knight Abowitz;Harnish, 2006;Rogers et al, 2005;Pini, 2009) e análise de estrutura (Kumashiro, 2008).…”

Section: O Título Original Do Artigo Era Podemos Ir Além Dos Modelos unclassified

Cidadania

Fischman

Haas

2012

Educ. Real.

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RESUMO -Cidadania 1 . Queremos com este artigo contribuir para mover o debate pedagógico sobre educação em cidadania para além do que caracterizamos em um trabalho anterior como o impasse de perspectivas idealizadas (Fischman; Haas, 2012). Nosso argumento está embasado em duas ideias principais. Primeiro, a noção de cidadão que informa programas de educação em cidadania é estreitamente definida com base em narrativas de pertencimento em termos nacionais. Estas narrativas não são mais adequadas para compreender as complexas relações (se alguma vez o foram) entre cidadania e educação porque não levam em consideração as mudanças políti-cas, econômicas, sociais e demográficas contemporâneas relacionadas aos processos frouxamente definidos, mas muito influentes, de globalização. Em segundo lugar, e talvez mais importante, uma superênfase sobre modelos de racionalidade relacionados à tradição cartesiana de cogito ergo sum -e de atores humanos como seres puramente conscientes -oferece um modelo abertamente idealista e educacionalmente impraticável de educação em cidadania. Iniciamos com uma breve apresentação de alguns dos modelos de compreensão das relações entre cidadania e educação mais frequentemente utilizados e suas deficiências. A seguir, a próxima seção introduz o conceito de cognição incorporada e a relevância de metáforas e protótipos na compreensão da cidadania. Concluímos com algumas observações sobre ir além de modelos idealizados de educação em cidadania.Palavras-chave: Escolarização. Educação para a Cidadania. Conhecimento Incorporado. Metáforas.ABSTRACT -Citizenship. With this article we want to contribute to moving the pedagogical debate about citizenship education beyond what we characterized in previous work as the impasse of idealized perspectives (Fischman; Haas, 2012). Our argument rests on two main ideas: First, the notion of citizen informing citizenship education programs is narrowly defined based on narratives of nationally bounded membership. Such narratives are no longer adequate for understanding the complex relationships between citizenship and education (if they ever were) because they do not consider the contemporary political, economic, social, and demographic changes related to the loosely defined, but very influential, processes of globalization. Second, and perhaps more importantly, an overemphasis on models of rationality related to the Cartesian tradition of cogito ergo sum -and of human actors as purely conscious beings -offers an overly idealistic and educationally impractical model of citizenship education. We begin with a brief presentation of some of the most frequently used models of understanding the relationships between citizenship and education and their shortcomings. Then, the next section introduces the concept of embodied cognition and the relevance of metaphors and prototypes in understanding citizenship. We conclude with some notes on going beyond idealized models of citizenship education.

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“…Other critical educators have asked new questions and advanced new agendas for learning, teaching, and school reforms through the lens of performance (Pineau, 2005;Alexander, Anderson, & Gallegos, 2005, Anderson, 2005. Pineau (2005) calls for performance approaches to education that involve teachers and students as actors engaged in the educational process.…”

Section: Performance the Performative And Pedagogymentioning

confidence: 99%

“…Pineau (2005) calls for performance approaches to education that involve teachers and students as actors engaged in the educational process. Such a view "acknowledges the interconnectedness of diverse roles played out by teachers and students, and furthermore, the necessity of engaging the whole person, rather than disembodied intellects" (p. 32).…”

Section: Performance the Performative And Pedagogymentioning

confidence: 99%

“…Also, the argument has been made that educators should examine issues of power relations in the educational process as well as in classroom rituals (Pineau, 2005;Alexander, Anderson, & Gallegos, 2005). Anderson (2005) analyzes the school reform movement in the United States and unveils a new performative culture in schools that exercises constant surveillance and on-the-job performance assessment of teachers.…”

Section: Performance the Performative And Pedagogymentioning

confidence: 99%

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Drama as method : recontextualizing project learning for HK secondary schools

Law¹

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Doctor of PhilosophyThis doctoral study is grounded in the work of cultural studies and its concern for pedagogy and education. The study investigated a local pedagogical issueIndependent Enquiry Study (IES)-a specific form of social inquiry in the core subject Liberal Studies (LS) in Hong Kong senior secondary schools. It took a designated IES classroom as the point of intervention and as the basis for exploring transformed pedagogical practices in Hong Kong secondary school education. My vantage point of the intervention rested on participant-observation through action research and critical contextual analysis of the action-research site and its relations to the wider social contexts. With a conceptual-analytical framework of drama and the performative, developed from William' notion of drama and Schechner's notion of make-belief and make-believe performances, this study examined how the method of drama could mediate a group of senior secondary students' extended process of inquiry into social issues in contemporary Hong Kong society. Findings reveal that IES in Hong Kong senior secondary schools is almost already performative in nature and IES students were almost already performers eager to present themselves to their teacher-assessors as knowledge builders capable of reflective thinking. In fact, these students subscribed to the positivistic and cynical practices of reproducing existing curricular (and media) discourses and applying them to understanding the social. In performing seeming acts of inquiry, these IES students would re-enact the prescribed curricular (and media) discourses of understanding and reproducing the existing social order.Research findings indicate that drama can be a method of work that supports student inquirers socially as a group. Liminal dramatic spaces and the use of dramatic role and real-life image afforded the participant-students the opportunity to create, experience, and interpret an imaginary world, promoting social inquiry. The spaces helped give shape to students' diverse roles including those of IES co-informant, member of society, and peer IES learner-assessor. By activating these roles, students momentarily suspended self-other relations and the mechanically induced perceptions of social realities typified by conventional IES method. Drama also functions as a lens. It reflects how the method of IES typifies students' roles as performers and sustains their dependence on templates of work and on the teachers' assessment guides.Research findings further show that the performative make-belief schooling practices encompassed the everyday school life of the participating students and their teachers, and indeed subsumed and contained the effects of my dramatic interventions within the action-research context. The IES students at this specific research site were subjected to a process of cynical subject formation. When it comes to social inquiry, these students' cynical IES practices, including cynical IES reasoning, is partly the result of the teachers' instructional needs. H...

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Teaching Is Performance: Reconceptualizing a Problematic Metaphor

Cited by 35 publications

References 0 publications

Z posluchárny za katedru: Mocenské vztahy ve výuce studentů učitelství

Z posluchárny za katedru: Mocenské vztahy ve výuce studentů učitelství

Cidadania

Drama as method : recontextualizing project learning for HK secondary schools

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