Studies in Theatre & Performance (28:2 – 2008)

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Fighting the lion, riding the tiger, belling the bear. Local cultures in a globalized world: the Maori experience as model. Holen, H. Zimmer Eds. Norway: Novus, Oslo. A voice for all to hear: The Orff legacy and the 'new' music education. Perth: C. Redmayne family. In Southern People. Fleury de Reaisson, Achille. Brown George. The keyboard in Mozart opera: a review of the evidence. Drake Ed. Stuyvesant, New York: Pendragon Press.

Citações duplicadas

International Journal of Community Music , 3 3 , The multicultural dimension: Thoughts on the special experience of the New Zealand seminar. Re-thinking Western Art Music: A perspective shift for music educators. International Journal of Music Education , 28 2 , Humanities-Aronui: An intercultural dialogue about knowledge. International Journal of the Humanities , 4 6 , Sound bytes from the here and now.

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Seminar of the Commission on Community Music Activity. Athens, Georgia: University of Georgia. Understanding ourselves: Support for the cultural sector in Aotearoa New Zealand. University of Otago. Transforming the transformer: Changing images of Handel in the long Eighteenth Century. English Department, University of Otago. Dunedin on the edge. Sustainable futures for music cultures.

A tempest of research. Martin, G. The role of fundamental science in our society. Beauty AND brains.

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Dunedin, New Zealand. Conceptual, epistemological and methodological challenges in hypermedia ethnography: A boon for ethnographic analysis. Landri Eds. A re-publication of Gallagher, K. To be republished in R.

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Purnima International Perspectives on Theatre Arts. Riviere, J.

Book Chapter

Flessa, J. Cummins, C. Fusco, S. Rolheiser Eds.


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Ethnography in school-based, performance research: A conversation with Kathleen Gallagher. Thompson and J. Sefton-Greene Eds. London, New York: Routledge. The Art of Methodology Gallagher, K. The art of methodology. Picturing care: Re-imagining gender, personhood, and education Justice Gallagher and Sahni elaborate on their decade-long collaboration, focussing here on their latest multi-sited ehtnographic study, Youth, Theatre, Radical Hope and the Ethical Imaginary: an intercultural investigation of drama pedagogy, performance and civic engagement and the pedagogy and theatre work carried out at Prerna School for girls in Lucknow, India.

All gender is a performance, all performance gendered This article reflects on the chapters featured in a special edition of Research in Drama Education: The Journal of Applied Theatre and Performance focused on gender and sexuality. All gender is a performance, all performance gendered. This article draws from three different ethnographic research projects situated in Canadian urban and suburban drama classrooms in which the student population is highly diverse linguistically, culturally, racially, and ethnically.

We critique notions of consensus and demonstrate, through our examples, the central importance of the drama classroom space as one that ignites discussion and engages divergent opinions and feelings. To analyze these events, we draw upon Frantz Fanon and Sara Ahmed who acknowledge how different bodies experience the power relations associated with emotion differently. Youth Theatre Journal, 27 : Between the frames: Youth spectatorship and theatre as curated, 'unruly' pedagogical space.

Studies in Theatre & Performance (28:2 – 2008)

In this article, we consider the aesthetic, political and pedagogical strengths of a verbatim theatre performance, The Middle Place by Project: Humanity, a play that explores the experiences of shelter youth in Toronto, Canada. Using data from post-performance interviews with youth, we analyse how young people articulate the impact of socially engaged theatre.

And pulling from ethnographic fieldnotes and researcher email correspondence, we further illustrate how the mere presence of youth and shelter youth at the theatre altered the ways in which audiences interacted with the play and the extended programming, disrupting the usual social contract of theatre-going. Becoming a networked public: Digital ethnography, youth, and global research collectives. The following article describes a research context that has privileged both virtual and place-based ethnographic fieldwork, using a hybrid methodology of live and digital communications across school sites in Toronto, Canada; Lucknow, India; Taipei, Taiwan; and Boston, USA.

The multi-site ethnographic study is concerned with questions of school dis engagement, as experienced by young people often marked as 'disadvantaged' and 'marginal' to the traditional practices of schooling. Throughout the paper we illustrate, and argue for, the productive use of such methods that combine the live and the digital while also advocating for more methodological experimentation in the processes of fieldwork and analysis. To substantiate our argument for hypertextual and multimodal modes of ethnographic engagement, we offer, in the first section of the paper, examples from face-to-face meetings that generatively combine live discussion and digital video methods.

In the second section of the paper, we shift our focus to three illustrative episodes from our Toronto and Lucknow sites. Drawing on theorists Sarah Pink and Patti Lather and Chris Smithies, we bring reflexive analyses to bear on participant-created video texts and Verbatim theatre performances, reading these data as narrative constructions that reveal multiple perspectives rather than literal, representative truths.

We further argue that as student participants take control of their drama performances and digital video creations, focusing on the contours of their daily lives, they become co-constructors of an emerging youth knowledge base across these global sites. Drawing on the work of Wendy Morgan, who observes the changing power relations made possible through hypertextual digital media, we maintain that as these students create both live and digital performances and make meaning through discussion and ethnographic interviews, they shift relations of power, inviting researchers into a 'networked community' premised upon a fluctuating virtual, live, and digitally mediated culture.

Kathy Foley

Ethnography and Education. Verbatim theatre and social research: Turning towards the stories of others. This paper analyses the convergence of ethnographic research and Verbatim theatre in both the context of an urban secondary school drama classroom and in two professional theatres in the city of Toronto. This four-year international, digital, collaborative ethnography focuses on performance and its relationship to youth engagement.

As part of the larger project, this paper analyses data gathered in the school research site that charted youth reactions to a Verbatim theatre workshop and performance of The Middle Place, a powerful Verbatim play about shelter youth, created by the socially committed theatre company, Project: Humanity. Additional digital data included the subsequent videotaped youth-created Verbatim monologues. The research team also followed Project: Humanity into two professional theatres in Toronto Theatre Passe Muraille and Canadian Stage where youth and adult audiences, fresh from seeing The Middle Place, were interviewed about the play, cultural representations of youth, and theatre as a form of social intervention.


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  5. The third data set occurred back in the classroom of our school research site, where the The Middle Place filtered back into student drama work in surprising ways. In responding theatrically, these youth offered our research valuable glimpses into the subcultures of urban youth and their theatre-making practices. Verbatim Theatre and Social Research: Turning towards the stories of others. Theatre Research in Canada, 33 1 : Multi-site ethnography, hypermedia, and the productive hazards of digital methods: a struggle for liveness.

    This article explores the possibilities and frustrations of using digital methods in a multi-sited ethnographic research project. The project, Urban School Performances: The interplay, through live and digital drama, of local-global knowledge about student engagement, is a study of youth and teachers in drama classrooms in contexts of schooling marked as 'disadvantaged' in research sites in Toronto Canada , Lucknow India , Taipei Taiwan and Boston USA. The authors first outline the place of digital methods in the research, describing how software such as Adobe Connect and Survey Monkey, as well as a project Wiki and blog, enabled some virtual communication among and within research sites.

    They go on to suggest that their experience with these methods exposed the significant limitations of the technology, but also that coming up against these limitations posed useful questions about the nature of specific research methods and about the overall priorities of the study. As an example, the article focuses on how digital methods have usefully complicated available conceptions of 'liveness,' an important dimension both of live performance and of ethnographic fieldwork. Despite their skepticism about the promise of new technologies, the authors conclude that their experience valuably relocated research analysis from post-facto interpretation to an ongoing negotiation with method in the field.

    Ethnography and Education, 6 3 : Roma refugee youth and applied theatre: Imagining a future vernacular. This paper examines an experiment in theatre-making with a group of Roma refugee youth currently living in Toronto, Canada. A drama academic, a professional theatre director, an Executive Director of a Roma Community Centre, two Hungarian translators and nine Roma youth worked together to cross language and cultural borders in order to place theatre-making in a broader socio-political arena.

    Their primary goal was to awaken public officials, and a general public, to a better understanding of the youth's experiences of 'home' and migration in order to garner support for their claims for refugee status. Using cultural geography, community-engaged public pedagogy and feminist science as different disciplinary lenses and theoretical frames through which to make sense of the tensions of such collaborative theatre projects, the author positions the work as a 'theatre of little changes' Balfour ultimately worth engaging in.

    Emergent pedagogy and affect in collaborative research: A metho-pedagogical paradigm. This paper addresses the possibilities and the challenges of collaborative methodology, and in particular what happens when the line between pedagogy and methodology is blurred in classroom-based ethnographic research. Troubling the prized notion of collaboration, and decoupling the easy relationship drawn between collaborative, participatory methods and empowering, democratic research experiences, we draw upon empirical data from one site in a multi-site, international ethnographic project: Urban School Performances: The Interplay Through Live and Digital Drama, of Local—Global Knowledge About Student Engagement.

    Pedagogy, Culture and Society, 19 2 : Which new literacies? Measurements of literacy learning in schools, the authors argue, have settled into static and individualized understandings of what should be the most invigorating and social aspect of schooling for youth. By contrast, this article explores the place of aesthetic, dialogic, and performative forms of literacy in the adolescent classroom by excavating ethnographic data from an urban multicultural high school.

    Close examination of student writing, field notes, and teacher interviews illustrates how the space of the drama classroom creates a laboratory for experimentation with many forms of "new literacies" through rich engagements with the lives inside and the worlds beyond the classroom.

    The authors reason that drama pedagogies are both creative and critical forms of literacy that offer empirical weight to newer theories of literacy and lead to new modes of theorizing the multiple acts of literacy in schools. Journal of Adolescent and Adult Literacy, 54 5 : In search of a theoretical basis for storytelling in education research: Story as method. In this article, the author argues that storytelling is centrally important to education research.

    The proliferation of narrative methodologies, albeit significant and innovative in the evolution of qualitative studies in education, has, nonetheless, not been accompanied by a theoretical body that has captured the complexities — ethical and methodological — inherent in such work. Despite a presumed emancipatory inclination, one might reasonably argue that storytelling in education research has frequently produced reactionary and imperialistic accounts. Turning to some of the works of Hannah Arendt and Bertold Brecht, two theorists of great storytelling capability, the author considers how their methodological thinking might be productively imported.

    Finally, the author draws some lines between these methodological innovators and the kind of empirical research that would most clearly profit from their more politicized and theoretically engaged considerations of the art of storytelling. In Search of a theoretical basis for storytelling in education research: Story as method. International Journal of Research and Method in Education, 33 1 : Off the beaten track: A reflection on intention and unpredictability in arts education research.

    The coherence of a 'research program' is often betrayed by the unanticipated turns and detours in arts research. UNESCO's road map is seen here as a site for further deliberation, a point in time and space that should engage arts communities in rousing dialogue — locally and globally — about the convergences and divergences of our practices and research paradigms. Off the Beaten Track: A reflection on intention and unpredictability in arts education research.

    Applied theatre at the heart of educational reform: An impact and sustainability analysis. A touring theatre production Danny, King of the Basement , professional development in drama, supporting curriculum documents, and other financial and material resources were provided by the Federation to a selection of schools serving students from economically disadvantaged backgrounds across the province. Our findings report on the role that the applied theatre intervention played in effecting change in relationships, initiating dialogue, and deepening understanding of social issues.

    Our analysis demonstrates that the applied theatre intervention had a positive effect on pedagogical relationships and acted as a catalyst in opening up dialogue between teachers and students, helping both to explore new conceptions of teaching and learning in communities facing economic challenges. In this paper, the authors consider early results from their ethnographic research in urban drama classrooms by parsing the aesthetic and social imperatives at play in the classroom.

    On the surface, one of these sites was focused on aesthetics and the other on social development, but the authors dig deeper to consider the subtler values and outcomes that are made available by ethnographic research. Routledge Class of Most downloaded article in category Literacy, Languages and Performing Arts. Theatre pedagogy and performed research: Respectful forgeries and faithful betrayals. This article looks at some of the ways in which this kind of performance works on us aesthetically and pedagogically.

    While theatre might hold exciting possibilities for critical teacher development, the author also raises some important questions about the implications of this kind of work for the preparation of drama teachers. Theatre Pedagogy and Performed Research: Respectful forgeries and faithful betrayals. Theatre Research in Canada, 28 2 : When drama praxis rocks the boat: Struggles of subjectivity, audience and performance.

    This article examines the particular strength of theatre to raise questions about relations of gender and race. The authors consider the 'rights' of youth and teachers in schools to use drama to critique their cultural contexts and connect these educational struggles to those of broader political, cultural, and social democratic life. The empirical work examined addresses the implications of challenging normative constructions of racial and gendered subjectivity in urban schools within the context of youth performances of both the social and artistic kind.

    The theatre experiences and 'controversial theatre productions' discussed in this article challenge notions of 'official multiculturalism' and ask questions about how - and to what effects - drama 'rocks the boat' in contemporary struggles of social cohesion and social justice. Research in Drama Education, 12 3 : This paper explores spatial theory, and particularly a Foucauldian analysis of space, power, and the subject, as a frame within which to examine moves toward security in North American urban schools. We bring into play empirical data from an ethnographic study of New York City and Toronto schools where policies and technologies of record-keeping, identification-verifying, and spatial arrangements are producing altered experiences of subjectivity and the ways in which youth, workers, and researchers experience public school space.

    What is possible to know in ethnographic studies of these new high-security school sites? We argue that notions of 'risk' and 'otherness' in the nation state, and the exploitation of real fears in the wake of real school violence, have permitted a culture of acute surveillance that significantly alters the enterprise of school- based, ethnographic research. Gallagher, K and Fusco, C. Ethnography and Education, 1 3 : The study on which this paper is based examined the experiences of students in order to develop a theoretical and empirically grounded account of the dynamic social forces of inclusion and exclusion experienced by youth in their unique contexts of North American urban schooling.

    The ethnographic scenes, organized into four 'beats,' theatrically render the cultural performances of youth and researchers in the context of a diverse urban drama classroom. In this classroom, students, teacher, and researchers engage in a lively and often disturbing debate. Questions about the ways in which sexuality and other identity markers are socially constructed and performed, how the moral, gendered and discoursed cultures created in classrooms re-inscribe historical inequities are central to the ethnographic scenes, drawn from field notes, researcher reflections, interview transcripts, and the epilogue which follows.

    Pink…with shades of grey: Mediating moments of diversity in urban secondary classrooms. In this paper, the authors trace the policy documents and legislation in Canada that have set, over the last twenty years, the context for 'inclusion' in Ontario's public schools. The authors then enliven this historical account of multicultural policy innovation by turning to a particular critical episode in a secondary classroom wherein they consider the pedagogical strategies of a teacher in a drama classroom who deftly navigates the unsettled terrain of race and power.

    Using a provocative monologue set in South Africa's apartheid, the teacher opens up a space for dialogue and whole-group interaction with her class of Grade 11 year-old students. Serving as an illustrative episode from a larger ethnographic study of four school sites 2 Canadian, 2 American , the analysis here, of one teacher's interactions with her students, and the students' engagement with one another, points to many of the features of drama pedagogy that elucidate the study's broader interests in understanding the problems of social cohesion in richly diverse urban schools.

    In this discussion, the aims of inclusion and the possibilities of interactive pedagogy are clear, as are their limits, in the charged public space of an urban classroom. Pink…with Shades of Grey: Mediating moments of diversity in urban secondary classrooms. Jean-Paul Sartre's philosophical writings on the theatre and Bertold Brecht's theatre for instruction inform this investigation of drama's pedagogies. The paper questions what the matrix of theatre and pedagogy might mean for education and, most especially, education for inner-city youth. Entwining modern and postmodern conceptions of theatre and education, the author makes a case for a pedagogy of situation and action, presenting a set of pedagogical ambitions concerned with creating more complex and humane social interactions in urban drama classrooms.

    This incident reveals in an almost emblematic way the ambivalent position of Australia in relation to dominant geopolitical and cultural forces at the beginning of the twenty-first century. Is Australia part of Europe the majority of its citizens are of European descent and its institutions are overwhelmingly British in origin , or part of the geographical region its closest neighbors are Papua New Guinea and Indonesia? Unable to display preview. Download preview PDF.

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