“Body recognizing mind”? Negotiating knowledge through performance
One of the aims here is to consider how knowledge can be negotiated through engagement with performance-related projects. To do this, I will offer a teaching perspective on how exposure to cultural events as part of group activity can provide strategic interventions which enable a type of border-crossing between social and academic contexts. In turn, this holds implications for attempting to develop what has been termed curriculum responsiveness. The concept of \'border crossing\' pedagogy has been explored at length by education theorists like Henry Giroux, and there is considerable overlap between discussions on the need for a critical pedagogy and recent local debates on what has been broadly termed \'responsive pedagogy\'. In contextualising this discussion, I look at notions of performance as outcome, and performativity as process, in relation to debates in tertiary education. I also consider how knowledge is re-contextualised through the intervention of performance-related projects, as well as the role of affective investment and pleasure in meaning making. I argue that border crossing interventions such as performance-related projects could contribute to a greater self-reflexivity concerning the forms of knowledge students have to engage with, and ideally also their own \'situatedness\' in relation to this.
Journal for Language Teaching vol Vol. 41 (2) 2007: pp. 34-46