Embodied Performance as Applied Research, Art and Pedagogy
This book follows a physically disabled researcher's journey from stigmatized embodiment on her way to creating accessible storytelling performances. These unique performances function not only as traditional, peer-reviewed forms of critical qualitative r
- PDF / 2,300,430 Bytes
- 225 Pages / 419.58 x 612.28 pts Page_size
- 50 Downloads / 234 Views
JULIE-ANN SCOTT
Creativity, Education and
the Arts
Creativity, Education and the Arts Series editor Anne Harris Royal Melbourne Institute of Technology Melbourne, Australia
Like the best autoethnographic scholarship, Prof. Scott’s moving contribution to disability and performance studies leverages personal experience to clarify and theorize concepts. Her generative refunctioning of “hyper-embodiment” coordinates insights from existential phenomenology, disability studies, and critical cultural studies to afford a model of a methodological orientation toward rigorous empathy. This is the story of an embodied mind taking nothing for granted, building stories of how questions, big questions about social justice and our recognition of one another’s mortality, animate the intersection of research and artistic practice. —Craig Gingrich-Philbrook Professor, Southern Illinois University, USA Julie-Ann Scott has written a book that is, to use two of her terms, “risky” and “susceptible.” In a provocative and useful blend of explanation of research methods and philosophies and her own personal journey through performance ethnography, as artist, director, and teacher, she shows us how to think about, write and speak about, and perform the stories of others, in ways that address artistic and ethical questions of great importance to those interested in this growing field. Written at an intellectual level that will engage scholars and artists, yet in language that is accessible for those community activists who may be building bridges between everyday life and social justice, this book is an important contribution to performance studies, disability studies, and ethnography. I was captivated from the start and was sorry to see it end. —Bruce Henderson Professor, Ithaca College, USA Julie-Ann Scott’s Embodied Performance as Applied Research, Art & Pedagogy is a stunner of a book. Through a series of gorgeously crafted and questioning autoethnographic accounts, dialogues, and pedagogical case studies, Scott shows us the power of hyper-embodiment to achieve acceptance, to learn with and teach others, and to work for a more just and ethical world. A must-read for cultural, performance and disability studies, qualitative research methods, storytellers, social justice workers, and educators. —Stacy Holman Jones Professor, Center for Theatre and Performance, Monash University, Australia
This series emerges out of recent rapid advances in creativity- and arts- informed research in education that seeks to reposition creativity studies within (and in conversation with) education as a multi- and interdisciplinary field. This series takes as its starting point the interrelationship between arts- based research and a growing neuroscientific, cultural and economic discourse of creativity and creative industries, and the need for education to play a larger role in these expanding discourses. It also takes as a priori an invitation to creativity scholars to move more robustly into theorizing the work of arts- and creativity-based researc
Data Loading...
