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ePub Performance Theories in Education: Power, Pedagogy, and the Politics of Identity download

by Bryant Keith Alexander,Gary L. Anderson,Bernardo Gallegos

ePub Performance Theories in Education: Power, Pedagogy, and the Politics of Identity download
Author:
Bryant Keith Alexander,Gary L. Anderson,Bernardo Gallegos
ISBN13:
978-0805848212
ISBN:
0805848215
Language:
Publisher:
Routledge; 1 edition (October 28, 2004)
Category:
Subcategory:
Schools & Teaching
ePub file:
1939 kb
Fb2 file:
1809 kb
Other formats:
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Rating:
4.2
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695

Bryant Keith Alexander is Associate Professor of Performance and Pedagogical Studies in the Department of Communication Studies at California State University, Los Angeles.

ISBN-13: 978-0805848212. Bryant Keith Alexander is Associate Professor of Performance and Pedagogical Studies in the Department of Communication Studies at California State University, Los Angeles. His work focuses on issue of identity construction and negotiation in the nexus of race, sex, and gender, as well as how these issues effect pedagogical interactions in the classroom. Gary L Anderson is a Professor in the Department of Administrative Leadership and Technology at New York University.

Bryant Keith Alexander, Gary L. Anderson, Bernardo P. Gallegos. Bernardo Gallegos is a Professor in the College of Education at the University of Illinois at Chicago.

Prendergast, M. (2007). Bryant, K. Alexander, Gary L. Anderson and Bernardo P. Gallegos, eds. Performance Theories in Education: Power, Pedagogy and the Politics of Identity. More Citation Formats. Anderson, Bernado Gallegos. Performance Theories in Education: Power, Pedagogy, and the Politics of Identity breaks new ground by presenting a range of approaches to understanding the role, function, impact, and presence of performance in education. It is a definitive contribution to a beginning dialogue on how performance, as a theoretical and pragmatic lens, can be used to view the processes, procedures, and politics of education. Anderson. Books of Bryant Keith Alexander. Breaking new ground by presenting a range of approaches to understanding the role, function, impact, and presence of performance in education, this volume is a definitive contribution to a beginning dialogue on how performance, as a theoretical and. More . Book rate: 0 downloads.

Performance Theories in Education: Power, Pedagogy, and the Politics of Identity Bryant Keith Alexander,Gary .

Dorothy C. Holland is J. Ross Macdonald Professor of Anthropology at the University of North Carolina, Chapel Hill.

International Standard Book Number. Added entry - Personal name. Gallegos, Bernardo . 1951

International Standard Book Number. 978-0-8058-4821-2 (pbk. : alk. paper) ( 0805848215 ). Dewey Decimal Call Number. L. Erlbaum Associates, 2004. Physical description. xix, 274 p. ; 23 cm. Bibliography. 1951-.

In Bryant Keith Alexander, Gary L. Anderson, and Bernardo Gallegos (Ed., Performance Theories in Education: Power, Pedagogy, and the Politics ., Performance Theories in Education: Power, Pedagogy, and the Politics of Identity. Dr. McLaren's chapter begins on page xv. Recommended Citation. In B. K. Alexander, G. Anderson, & B. Gallegos (Ed., Performance theories in education: Power, pedagogy and the politics of identity (pp. xv-xix). Lawrence Erlbaum Associates. Since February 27, 2017.

Performance Theories in Education: Power, Pedagogy, and the Politics of Identity breaks new ground by presenting a range of approaches to understanding the role, function, impact, and presence of performance in education. It is a definitive contribution to a beginning dialogue on how performance, as a theoretical and pragmatic lens, can be used to view the processes, procedures, and politics of education. The conceptual framework of the volume is the editors' argument that performance and performativity help to locate and describe repetitive actions plotted within grids of power relationships and social norms that comprise the context of education and schooling. The book brings together performance studies and education researchers, teachers, and scholars to investigate such topics as: *the relationship between performance and performativity in pedagogical practice; *the nature and impact of performing identities in varying contexts; *cultural and community configurations that fall under the umbrella of teaching, education, and schooling; and *the hot button issues of educational policies and reform as performances. With the aim of developing a clearer understanding of the effect, affect, and role of performance in education, the volume provides a crucial starting point for discourse among theorists and teacher practitioners who are interested in understanding and acknowledging the politics of performance and the practices of performative social identities that always and already intervene in the educational endeavor.