Abstract
| Original language | English |
|---|---|
| Title of host publication | Creative Selves / Creative Cultures |
| Subtitle of host publication | Critical Autoethnography, Performance, and Pedagogy |
| Editors | Stacy Holman Jones, Marc Pruyn |
| Place of Publication | Cham Switzerland |
| Publisher | Palgrave Macmillan |
| Pages | 37-54 |
| Number of pages | 18 |
| ISBN (Electronic) | 9783319475271 |
| ISBN (Print) | 9783319475264 |
| DOIs | |
| Publication status | Published - 2018 |
Publication series
| Name | Creativity, Education and the Arts |
|---|---|
| Publisher | Palgrave Macmillan |
Cite this
}
Performing teaching, citizenship and criticality. / Pruyn, Marc; Cary, Lisa; Huerta-Charles, Luis.
Creative Selves / Creative Cultures: Critical Autoethnography, Performance, and Pedagogy. ed. / Stacy Holman Jones; Marc Pruyn. Cham Switzerland : Palgrave Macmillan, 2018. p. 37-54 (Creativity, Education and the Arts).Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review
TY - CHAP
T1 - Performing teaching, citizenship and criticality
AU - Pruyn, Marc
AU - Cary, Lisa
AU - Huerta-Charles, Luis
PY - 2018
Y1 - 2018
N2 - In this chapter, we explore our work as teacher educators who examine the philosophies, meanings and enactments of citizenship in our personal and professional lives and as members of the various communities we inhabit. We do this autoethnographically via various critical analytical lenses in an attempt to self-reflect in a way that helps us to connect more deeply with our university students as we investigate the interconnected and power- and meaning-laden concepts of citizenship, belonging, identity, oppression and empowerment. We see epistemological spaces as discursive productions from post-structural/post-modern and critical perspectives. These positions draw upon the notion of discourse as an absent power that can validate/legitimize or negate/de-legitimize. We present and critique the current literature and juxtapose this with a presentation and analysis of three different “citizenship identity” ethnographic vignettes in an attempt to explore the realms of epistemology through the study of exclusion/inclusion. Specifically, the authors present snippets of their own narrative migration stories, in two instances, and an incident of cross-border identity exploration, in another.
AB - In this chapter, we explore our work as teacher educators who examine the philosophies, meanings and enactments of citizenship in our personal and professional lives and as members of the various communities we inhabit. We do this autoethnographically via various critical analytical lenses in an attempt to self-reflect in a way that helps us to connect more deeply with our university students as we investigate the interconnected and power- and meaning-laden concepts of citizenship, belonging, identity, oppression and empowerment. We see epistemological spaces as discursive productions from post-structural/post-modern and critical perspectives. These positions draw upon the notion of discourse as an absent power that can validate/legitimize or negate/de-legitimize. We present and critique the current literature and juxtapose this with a presentation and analysis of three different “citizenship identity” ethnographic vignettes in an attempt to explore the realms of epistemology through the study of exclusion/inclusion. Specifically, the authors present snippets of their own narrative migration stories, in two instances, and an incident of cross-border identity exploration, in another.
U2 - 10.1007/978-3-319-47527-1_3
DO - 10.1007/978-3-319-47527-1_3
M3 - Chapter (Book)
SN - 9783319475264
T3 - Creativity, Education and the Arts
SP - 37
EP - 54
BT - Creative Selves / Creative Cultures
A2 - Jones, Stacy Holman
A2 - Pruyn, Marc
PB - Palgrave Macmillan
CY - Cham Switzerland
ER -