Community Performances and Performative Texts as Tools for Critical Exploration

The Practice of Being Labeled Disabled

Bibliographic Data

ID12928656
AuthorsRachael Gabriel (0000-0001-6791-5721, corresponding author), J N Lester (0000-0001-6107-3033)
Year2013
Volume5
Issue2
Pages173-185
Publication date2013-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePower and Education (JOURNAL)
Journal identifiersISSN: 1757-7438 • E-ISSN: 1757-7438
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2304/power.2013.5.2.173
OpenAlexW2165252784
LanguageEN
Citations received3
References cited14

In this article, the authors present the process and experience of sharing research findings in the format of a participatory community performance. This community performance, presented in the format of a performative text, was drawn from a qualitative interview study that examined the experiences of parents, students, teachers, psychologists and teacher educators in special education meetings in the USA. The authors highlight the ways in which performative texts, and community performances in general, function as tools to explore issues of power in education and also to invite broader audiences to engage with research findings

Aesthetics · Art · Citizen journalism · Participatory action research · Pedagogy · Performative utterance · Performativity · Power (physics · Process (computing · Qualitative research · Social science · Sociology · World Wide Web · Collaborative Teaching and Inclusion · Computer Science · Education and Technology Integration · Gender Studies · Psychology · Teacher Education and Leadership Studies