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Doing collective biography differently by incorporating methods of narrative inquiry, poetic inquiry and performance studies into the analysis of writings-as-data

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Commedia dell'Arte is the 16th century genre of theatre from Italy where characters such as Pantalone, Dottore, Il Capitano and Arlecchino reappear in performances showcasing human frailties in comic ways. The term Commedia was initially used to describe "theatre" and Arte to describe one's trade or business. Now, commonly referred to as "the art of comedy", Commedia dell'Arte is often taught within the middle years of Australian secondary schools, where it is explored not just for the understanding of the genre itself, but more importantly to impart a number of theatre and life skills. Sometimes aided by an artist in residence or through viewing live Commedia dell'Arte performances, the slapstick manner and ensemble characteristics of Commedia dell'Arte players can serve as pedagogical tools to enrich the academic and personal lives of 21st century students. This article refers to a devised theatre play, The Marriage of Flavio and Isabella, which was developed as a contemporary Commedia dell'Arte performance and aims to show how the intrinsic characteristics of the genre can be translated to suit a contemporary Australian context. In doing so, the performance targets student-learning outcomes within Australian secondary schools. To devise the performance, I drew on my training and ten years of experience as a Commedia dell'Arte practitioner, the ideas and work of Antonio Fava, a leading expert in the genre, data collected from interviews with five professional Commedia dell'Arte practitioners, and interviews and participant observations with ten secondary school drama teachers. The purpose of drawing on a variety of sources was to explore the place and potential for Commedia dell'Arte in curriculum practice and to determine how Commedia dell'Arte could be better understood in a context where the genre is not part of the day-today culture. This article includes a discussion on Commedia dell'Arte's influence in

This chapter describes a case study of a multidisciplinary approach to the complex social issue of teaching English to multilingual tertiary students in a pluralistic context. It does this by advancing an innovative multilingual pedagogy combining specific aspects of Commedia dell'Arte (Di Niro) and translanguaging (Viljoen) to cross boundaries between languages and cultures for effectively teaching. This is achieved through an examination of Di Niro's course structure, written reflections and observations of teaching students "English for Business Studies" at the University of South Australia (UniSA). Reflections are arranged and interpreted around three themes: multilingualism, game play, and physicality/embodied learning. Following O' Neill and Viljoen (2021, p. 1), the authors argue that "such reflection is not simply contemplative, but involves dynamic, transforming and reflexive processes of accessing" the lived-experience of language and culture of the teacher and students in an