Performance Theories in Education: Power, Pedagogy, and the Politics of Identity breaks new ground by presenting a range of approaches to understanding the role, function, impact, and presence of performance in education. It is a definitive contribution to a beginning dialogue on how performance, as a theoretical and pragmatic lens, can be used to view the processes, procedures, and politics of education. The conceptual framework of the volume is the editors' argument that performance and performativity help to locate and describe repetitive actions plotted within grids of power relationships and social norms that comprise the context of education and schooling. The book brings together performance studies and education researchers, teachers, and scholars to investigate such topics as: *the relationship between performance and performativity in pedagogical practice; *the nature and impact of performing identities in varying contexts; *cultural and community configurations that fall under the umbrella of teaching, education, and schooling; and *the hot button issues of educational policies and reform as performances. With the aim of developing a clearer understanding of the effect, affect, and role of performance in education, the volume provides a crucial starting point for discourse among theorists and teacher practitioners who are interested in understanding and acknowledging the politics of performance and the practices of performative social identities that always and already intervene in the educational endeavor.
Author(s): Bryant Keith Alexander, Gary L. Anderson, Bernardo Gallegos
Edition: 1
Year: 2004
Language: English
Pages: 456
Contents......Page 6
Contributors......Page 10
Acknowledgments......Page 14
Foreword......Page 16
1 Introduction: Performance in Education......Page 22
PART I: PERFORMANCE AND PERFORMATIVITY IN PEDAGOGICAL PRACTICE......Page 34
2 Teaching Is Performance: Reconceptualizing a Problematic Metaphor......Page 36
3 Critically Analyzing Pedagogical Interactions as Performance......Page 62
4 Exposing the Pedagogical Body: Protocols and Tactics......Page 84
5 Bodily Excess and the Desire for Absence: Whiteness and the Making of (Raced) Educational Subjectivities......Page 104
PART II: PERFORMANCE, POWER, AND THE POLITICS OF IDENTITY......Page 126
6 Performing School in the Shadow of Imperialism: A Hybrid (Coyote) Interpretation......Page 128
7 When Public Performances Go Awry: Reading the Dynamics of Diversity Through Power, Pedagogy, and Protest on Campus......Page 148
8 Constructing Gay Performances: Regulating Gay Youth in a "Gay Friendly" High School......Page 170
9 "Playing the Game" Versus "Selling Out": Chicanas and Chicanos Relationship to Whitestream Schools......Page 194
PART III: POLICY, RITUAL, AND TEXTUAL PERFORMANCES......Page 218
10 Performing School Reform in the Age of the Political Spectacle......Page 220
11 Performance Theory and Critical Ethnography: Studying Chicano and Mesquaki Youth......Page 242
12 Scientists as Scriptwriters: A Study of Educational Researchers' Influence on Educational Decision Making......Page 260
B......Page 284
E......Page 285
I-J......Page 286
N......Page 287
T......Page 288
Y-Z......Page 289
C......Page 290
E......Page 291
I......Page 292
O-P......Page 293
S......Page 294
Y......Page 295
