The Performative Foreign Language Classroom as a Site of Creative Disruption

Autor/in	Santucci, Anna
Titel	The Performative Foreign Language Classroom as a Site of Creative Disruption
Quelle	In: Research in Drama Education, 24 (2019) 3, S.383-389 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-9783
DOI	10.1080/13569783.2019.1604126
Schlagwörter	Second Language Learning; Second Language Instruction; Case Studies; Cultural Education; Learning Processes; Sense of Community; Scripts; Instructional Design; Intervention; Equal Education; Social Justice; Italian; Theater Arts; Course Descriptions; Pennsylvania + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Learning process; Lernprozess; Skript; Lesson concept; Lessonplan; Unterrichtsentwurf; Soziale Gerechtigkeit; Italienisch; Theaterwissenschaft; Kursstrukturplan
Abstract	This case study reflects on how Performative Foreign Language and Culture Education: (1) encourages students to be in charge of their learning processes through embodiment; (2) fosters community, sense of belonging, and the disruption of hierarchical norms by unleashing the power of discomfort; (3) brings to light the issue of assessment as a challenge within the institutional and capitalist 'belly of the beast'. The concept of 'script' is explored in relation to course design, maieutics, and the educational responsibility of planning our interventions so that they align with our institutional needs while also serving our students with equity and justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01