Musical Theater as Performative Autoethnography: A Critique of LGBTQIA+ Representation in School Curricula

Autor/in	Cayari, Christopher
Titel	Musical Theater as Performative Autoethnography: A Critique of LGBTQIA+ Representation in School Curricula
Quelle	In: International Journal of Education & the Arts, 20 (2019) 10, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	Theater Arts; Music Activities; Autobiographies; Ethnography; Homosexuality; Performance; Music Education; Educational Research; Research Problems; Research Methodology; Participatory Research; Self Concept; Human Body; LGBTQ People; Sexual Identity; Religion; Transformative Learning + Suchen Sie Ihr Suchwort? Theaterwissenschaft; Musikalische Aktion; Autobiography; Autobiografie; Autobiographie; Ethnografie; Homosexualität; Achievement; Leistung; Musikerziehung; Bildungsforschung; Pädagogische Forschung; Forschungskritik; Research method; Forschungsmethode; Forschungstätigkeit; Selbstkonzept; Menschlicher Körper; Geschlechtsidentität; Sexuelle Identität; Pädagogische Transformation
Abstract	The complexity of identity and experiences of the researcher are explored through Spry's (2011) performative autoethnography methodology, challenging the social and political norms that effect sexuality and gender-diverse students and the representation of LGBTQIA+ voices in school curricula. The present study uses musical theater repertoire that depicts characters that are part of the LGBTQIA+ community as a catalyst for reflection upon the researcher's lived experiences. This multimedia performance-based research allows the reader-audience to experience the data as a narrative through a text script, recorded live performance videos, and/or mastered audio that includes prose, verse, lyrics, and monologues. Topics addressed include discovering sexuality, coming out, wrestling with faith, accepting identity, performing LGBTQIA+ musical repertoire, and working with students of diverse sexual orientations and gender identities. The researcher found that performative autoethnography was a transformative and educative experience, and autoethnographic methods can be used to help marginalized people find voice and empowerment. (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01