Authors:
- Explores how performance can become a part of research and pedagogy
- Draws on personal experiences to demonstrate the use of performance studies in the classroom
- Highlights the effect of embodied interaction in the classroom setting and how this can be developed further
Part of the book series: Creativity, Education and the Arts (CEA)
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Table of contents (12 chapters)
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Front Matter
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Back Matter
About this book
This book follows a physically disabled researcher's journey from stigmatized embodiment on her way to creating accessible storytelling performances. These unique performances function not only as traditional, peer-reviewed forms of critical qualitative research, but also as ‘narrative teaching productions’ that guide students and their audiences in the pursuit of social justice and equality. The book begins by developing the author's personal standpoint, and provides an evocative discussion of the multiple perceptions and identities experienced by those with disabled bodies. It negotiates how performance research can be created and conducted within the confines of course learning objectives, moves through complications encountered in research design and data collection, and explores a range of insightful responses from community members, social activists, and performance critics, as well as more traditional academic audiences. Critical autoethnographic personal narratives, performance scripts, and poetry are used to illuminate struggles over legitimate methodological practice and storytelling performance pedagogy. Each chapter confronts the fear of mortality that presses us to stigmatize those who remind us of our inescapably vulnerable embodiments and offers hope for an inclusive, adaptable culture. The book will be compelling reading for scholars in Performance Studies, Disability Studies, Cultural Studies, Narrative Methodology, Ethnography, Higher Education, Autoethnography, Creative Nonfiction and everyone interested embodiment and/or storytelling for social change.
Please visit www.uncwstorytelling.org/chapter-summaries-1 to access supplementary material for the book.
Reviews
“Julie-Ann Scott has written a book that is, to use two of her terms, "risky" and "susceptible." In a provocative and useful blend of explanation of research methods and philosophies and her own person journey through performance ethnography, as artist, director, andteacher, she shows us how to think about, write and speak about, and perform the stories of others, in ways that address artistic and ethical questions of great importance to those interested in this growing field. Written at an intellectual level that will engage scholars and artists, yet in language that is accessible for those community activists who may be building bridges between everyday life and social justice, this book is an important contribution to performance studies, disability studies, and ethnography. I was captivated from the start and was sorry to see it end.” (Bruce Henderson, Professor, Ithaca College, USA)
“Julie-Ann Scott’s Embodied Performance as Applied Research, Art & Pedagogy is a stunner of a book. Through a series of gorgeously crafted and questioning autoethnographic accounts, dialogues, and pedagogical case studies, Scott shows us the power hyper-embodiment to achieve acceptance, to learn with and teach others, and to work for a more just and ethical world. A must read for cultural, performance and disability studies, qualitative research methods, storytellers, social justice workers and educators.” (Professor Stacy Holman Jones, Center for Theatre and Performance, Monash University, Australia)
“For the past several decades, the field of Performance Studies has been calling for embodied performance research. Julie-Ann Scott's Embodied Performance as Applied Research, Art & Pedagogy delivers on a wide variety of levels. Through a careful, thoughtful, and deeply critical exploration of her own perspective of narrative and body in conjunction with the bodies of her sons, students, colleagues, and community, she explores ethnography and storytelling in a compelling manuscript for performance artist/scholars to use in their courses. In an era where recognizing systemic marginalization of the other is a crucial part of understanding cultural performance, Scott's work helps us probe beyond definition into the multi-layered, complexities of embracing vulnerability and performing self.” (Professor Heather Carver, University of Missouri, USA)
Authors and Affiliations
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Department of Communication Studies, University of North Carolina Wilmington, Wilmington, NC, USA
Julie-Ann Scott
About the author
Bibliographic Information
Book Title: Embodied Performance as Applied Research, Art and Pedagogy
Authors: Julie-Ann Scott
Series Title: Creativity, Education and the Arts
DOI: https://doi.org/10.1007/978-3-319-63661-0
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2018
Hardcover ISBN: 978-3-319-63660-3Published: 20 November 2017
Softcover ISBN: 978-3-319-87608-5Published: 05 September 2018
eBook ISBN: 978-3-319-63661-0Published: 06 November 2017
Series ISSN: 2947-8324
Series E-ISSN: 2947-8332
Edition Number: 1
Number of Pages: XXIV, 211
Number of Illustrations: 7 b/w illustrations, 1 illustrations in colour
Topics: Creativity and Arts Education, Performing Arts, Educational Philosophy, Alternative Education, Research Methods in Education, Disability Studies