Performance as a Social Context for Transformative Educational Praxis

Session Submission Type: Symposium

Abstract

Abstract
The concept and practice of performance play a central role in some critical approaches to educational theory, notably sociocultural, postmodern, feminist, and social change theory. Further, outside-of-school research provides strong evidence for the value of performance, especially for those whom the educational system is failing. Performance is an exciting area for educational researchers to further pursue because of its collaborative nature, involving community activists, young people and scholars. Performance is a transdisciplinary inquiry, carried out by cultural workers, educators, psychologists, anthropologists and others.This symposium examines performance as a social context of teaching and learning. The four presenters share stories of their practices, the different traditions from which they came to performance, and how they conceptualize teaching and learning.

Sub Unit

• Division G - Social Context of Education / Section 5: Social Context of Research on Schools and Communities

Chair

• Lois Holzman, East Side Institute

Papers

• Performative Inquiry Encounters Education - Lynn Margaret Fels, Simon Fraser University

• Arts for Social Change: Bridging the Silos - Judith Marcuse, Simon Fraser University

• Actorvism: Change With Attitude - Andrew Burton, Street Spirits Theatre Company

• Performing/Playing/Pretending: Vygotsky Meets Social Therapeutics - Lois Holzman, East Side Institute