Storying as Curriculum: Critical Performance Pedagogy and Relational Identity Emergence

• In Event: Stories of Resistance and Healing: Curriculum and Pedagogy

Abstract

This project centers artistic, relational, and embodied ways of knowing (Perry and Medina, 2011) through an enacted multi-modal curriculum that critically examines conceptual, empirical and pedagogical discourses on justice-oriented education. Critical Performative Pedagogy (CPP) serves as a lens for wondering about ideas of becoming, identity emergence, and a focus on individual ways of being and acting within and upon the world. Storying, as a methodological approach invites us all to imagine our own possible worlds with one another. Understanding curriculum as a storying process creates possible realities capable of transforming relationships by inviting us to hold in tension of what we think we know with new opportunities to experience the world differently—with and through one another.

Authors

• Alycia M. Elfreich, Montana State University
  Presenting Author

• Gustave J. Weltsek, Indiana University
  Presenting Author