SJS-Who? Performance Ethnography and a Practice-Based Pedagogy
Bibliographic Data
| ID | 22123742 |
|---|---|
| Authors | Oona Hatton (0000-0001-5291-8129, San Jose State University, corresponding author) |
| Year | 2023 |
| Volume | 9 |
| Issue | 1-2 |
| Pages | 38-57 |
| Publication date | 2023-08-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Performance Matters (JOURNAL) |
| Journal identifiers | ISSN: 2369-2537 • E-ISSN: 2369-2537 |
| Publisher | Consortium Erudit (PUBLISHER • CA) |
| DOI | 10.7202/1102386ar |
| OpenAlex | W4385490668 |
| Language | EN |
| References cited | 9 |
What is the performative force of practice-based pedagogy? Are there common perceptible outcomes of students engaging in practice-based research (PBR) in a learning environment? This essay utilizes an interview-based performance that is part of a course on performance ethnography to propose three observable features of practice-based pedagogy: intimacy, accountability, and reciprocity. In addition to articulating how PBR aligns with critical performance pedagogy and the performative paradigm, the reflection suggests how one approach to teaching performance ethnography may help to illuminate PBR’s broader methodological contributions
Accountability · Aesthetics · Art · Critical reflection · Ethnography · Pedagogy · Performative utterance · Performativity · Political science · Sociology · Anthropology · Art Education and Development · Artistic and Creative Research · Computer Science · Gender Studies · Psychology · Theatre and Performance Studies
| Citation velocity | historical |
|---|---|
| Highly cited | No |