Performing Care: Re-Imagining Gender, Personhood, and Educational Justice

Autor/inn/en	Gallagher, Kathleen; Sahni, Urvashi
Titel	Performing Care: Re-Imagining Gender, Personhood, and Educational Justice
Quelle	In: Gender and Education, 31 (2019) 5, S.631-642 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2019.1609652
Schlagwörter	Drama; Performance; Citizen Participation; Females; Feminism; Teaching Methods; Foreign Countries; Gender Bias; Poetry; Social Justice; Equal Education; Preschool Education; Elementary Secondary Education; India + Suchen Sie Ihr Suchwort? Schauspiel; Achievement; Leistung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Weibliches Geschlecht; Feminismus; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Geschlechterstereotyp; Lyrik; Poesie; Soziale Gerechtigkeit; Pre-school education; Vorschulerziehung; Indien
Abstract	Gallagher and Sahni elaborate on their decade-long collaboration, focussing here on their latest multi-sited ethnographic study, Youth, Theatre, Radical Hope and the Ethical Imaginary: an intercultural investigation of drama pedagogy, performance and civic engagement (2014-2019) and the pedagogy and theatre work carried out at Prerna School for girls in Lucknow, India. In particular, they elaborate on Prerna's feminist and performance pedagogy and the central role of care both in the classroom and embedded within the larger organizational framework and culture of the school. Using two illustrations of performance pedagogy, the authors detail how the young women are rehearsing a form of 'misfit citizenship', resisting gender oppression and using collective theatre-making to transform the culture-as-given. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01