Educating for Participation: Democratic Life and Performative Learning

Redaelli,

doi:10.5325/jgeneeduc.64.4.0334

Cited by 9 publications

(4 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students also learn that active attendance is a prerequisite for performative learning (Dancer & Kamvounias, 2005). This kind of participation, being skills-based, helps students learn the skills necessary for rewarding interactions in the classroom (Redaelli, 2015).…”

Section: Student Passivitymentioning

confidence: 99%

“…Performative pedagogy embodies a form of EL that centers on students and their participation in decisions of content and process in the classroom (Redaelli, 2015). In the current case study, performative refers to the students' use of performance-acting, music, dance, and role-play to explore and communicate the students' ideas, arguments, or concepts.…”

Section: Introductionmentioning

confidence: 99%

“…This form of learning however differs from traditional EL in the way it focuses on students and their participation. Performative learning is inherently democratic in the way that it de-emphasizes the role of "sage on the stage" of the lecturer-the one who is providing the knowledge to the students (Redaelli, 2015). While performing, the students are also engaged in an interaction with each other and the lecturer and so a shared responsibility for learning is created (Gleason, 1986).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Experiential Learning in the Large Classroom Using Performative Pedagogy

Donovan

Hood

2020

Journal of Management Education

View full text Add to dashboard Cite

Experiential learning (EL) is widely believed to lead to enhanced student engagement. This form of learning, however, may be difficult to implement in the large class sizes so common today. This case study describes an initiative involving performative pedagogy using interdisciplinary teaching and learning in an undergraduate class of 150 students from a change management module in the School of Business and an ensemble performance module in the Music Department in an Irish University. The students utilized acting, music, dance, and role-play in a large enrolment setting. Postprogram surveys and focus group interviews of students found that students responded positively to the initiative. Students also rated the class as more engaging than other subjects in which they were registered. Reflective essays written by students showed evidence of deep reflection and learning and these formed the basis for our discussion of the implications of this approach for management education. Future research should examine the effects of performative learning on student performance in terminal examinations.

show abstract

Section: Student Passivitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Experiential Learning in the Large Classroom Using Performative Pedagogy

Donovan

Hood

2020

Journal of Management Education

View full text Add to dashboard Cite

show abstract

“…Most studies are qualitative, although a few quantitative studies do numerically measure the power of learning communities. Some literature does specifically point to the compatibility of learning communities with baccalaureate public health education (7, 8).…”

Section: Brief History and Evolution Of Thought About Learning Communmentioning

confidence: 99%

A Cohort Model and High Impact Practices in Undergraduate Public Health Education

Opacich

2019

Front. Public Health

View full text Add to dashboard Cite

Developing curriculum that is more than a collection of courses necessitates articulating philosophy and principles that undergird curricular decisions. While faculty are accustomed to expressing ideas within their realms of content expertise, building consensus around educational philosophy and pedagogy may be less common but equally important to assure coherent curriculum. Such discussions lead to intentional curriculum. When attuned to intent and combined with high impact practices, curriculum is likelier to result in student success and engagement. Since public health by nature entails community interaction, opportunities to think and work in a variety of communities reflects the work in the public health arena. Building a community of learners in the context of a highly diverse urban campus requires very deliberate curriculum planning and design. The likelihood that learning communities will emerge spontaneously is reduced when only a small proportion of students live on or near campus, and most spend considerable time commuting. Virtually all undergraduate public health students have responsibilities beyond academics, including employment, family caregiving, religious obligations, etc. Since most undergraduate students in this setting are first generation to higher education, learning communities and other high impact practices become even more important to provide meaningful baccalaureate education. Such communities evolve most efficiently when integrated into the curriculum design. By implementing a cohort model, not only can faculty participate and facilitate the evolution of a community of learners, they can employ other high impact practices designed to enhance and compound public health content and processes. Undergraduate public health students in this setting take all of their core courses (32 semester hours) together in a prescribed sequence. Faculty have clear understanding about what preceded a course and what follows. Every course entails both individual work and group collaboration. Students come to understand each other's strengths and needs, and with rare exception, they support each other on the journey and share some mutual successes. Both expected and unintended outcomes of this approach are conveyed in this article along with a few cautions for those considering these strategies for undergraduate public health education.

show abstract