Embodied knowledge(s), embodied pedagogies and performance

Coetzee, Marié-Heleen

doi:10.1080/10137548.2018.1425527

Cited by 10 publications

(4 citation statements)

References 4 publications

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“…The ideal "bodies" that are prioritized in academia tend to connect to the notion of productivity, in which male academics by and large have fewer interruptions or disruptions with their commitment to work [60,61]. Through a process of embodiment, the academic mothers' bodies have adapted and organized to crisis mode [62]. On the one hand, the three mothers in our study reported feeling loneliness, exhaustion, and stress.…”

Section: "I Look At Some Colleagues Reading Books and Writing Article...mentioning

confidence: 77%

Tensions, Challenges, and Resistance among Academic Mothers during the COVID-19 Pandemic

Donoso¹,

LaBrenz²,

Valderrama³

2023

Psychosocial, Educational, and Economic Impacts of COVID-19

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This chapter presents a reflection of the processes through which academic mothers have reconciled work-life balance during the COVID-19 pandemic. Prior research has evidenced gender disparities in academia, with lower proportions of female faculty as rank increases. During the pandemic, academic mothers have encountered intensified productive and reproductive responsibilities. As three academic mothers, we engaged in autobiographical interviews and conducted an analysis of these narratives across diverse points during the COVID-19 pandemic. Three main themes emerged from the analysis: (1) bodies that produce and reproduce; (2) the triple shift of academic mothers; and (3) resistance and change. Implications for research and policy are explored.

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Section: "I Look At Some Colleagues Reading Books and Writing Article...mentioning

confidence: 77%

Tensions, Challenges, and Resistance among Academic Mothers during the COVID-19 Pandemic

Donoso¹,

LaBrenz²,

Valderrama³

2023

Psychosocial, Educational, and Economic Impacts of COVID-19

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“…Por otra parte, las nuevas narrativas producidas por las mujeres adolescentes son traídas "a escena", teatralizadas y representadas mediante la voz, el gesto facial o la exposición pública de sus cuerpos, todo ello en un ambiente social protegido (procurado por la performance teatral) que permite, como ya ha sido señalado por Coetzee (2018), que dicho conocimiento corporalizado se convierta, por la propia dinámica creativa, en memoria colectiva donde poder compartir las experiencias personales y ajenas vividas por mujeres jóvenes adolescentes, sus miedos y sufrimientos, pero también sus expectativas de autonomía y liberación personal.…”

Section: Dramatizando Los Micromachismos Entre Jóvenes Adolescentesunclassified

Dinamización de una performance teatral con estudiantes de educación secundaria para prevenir la violencia micromachista

Pradena-García

Martínez

Fernández-Rodríguez

2023

PSRI

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Partiendo de una metodología cualitativa basada en un estudio de casos, este trabajo surge a partir de los datos obtenidos de la dinamización que ha realizado un grupo de 45 estudiantes de Formación Profesional (FP) con un público de estudiantes de educación secundaria (ESO) tras las presentaciones de una performance teatral. Estas dinamizaciones tenían como objetivo facilitar el distanciamiento cognitivo y la recuperación de los conocimientos tácitos que traía consigo dicho público sobre las construcciones sociales de género y, específicamente, las situaciones de violencia. En este contexto, se han descrito y analizado algunas muestras de las aportaciones realizadas por distintos grupos de estudiantes de la ESO para presentar alternativas de mejora en el contenido de la performance teatral. Los resultados permiten concluir que: a) las particulares características de la performance teatral y la dinamización permiten que la juventud se vea representada e interpelada respecto de la violencia micromachista; b) las posibilidades que ofrece el propio espacio teatral como laboratorio de creación ciudadana amplía las competencias espectatoriales y/o comunicativas de las y los adolescentes desde una perspectiva crítica de género; y c) las competencias profesionales del alumnado de FP aumentan en la experiencia de dinamización, a modo de prácticas, al transferir conocimientos vinculados con la igualdad y la educación con perspectiva de género que desarrollará, posteriormente, en su vida laboral.

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“…Finally, uninterrupted and undistracted physical connection remains a characteristic feature of an Applied Drama and Theatre's encounter. Coetzee (2018) states that all dramatic and performative activities are acts of being grounded in the body and as such, Drama for Life (2021) emphasises that we "learn in, through and with the body". The pedagogy is premised https://doi.org/10.38140/pie.v41i1.6284…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Lessons learnt from teaching an Applied Drama and Theatre pedagogy online in a digitally divided South Africa

Mokoena¹,

Vuuren²

2023

Pie

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An Applied Drama and Theatre pedagogy is rooted in principles of embodiment, participation and collaboration, praxis and immersion in social contexts. Over the past fourteen years, the Drama for Life department at the University of the Witwatersrand prioritised the implementation of an Applied Drama and Theatre teaching andclearning practice that is premised on our bodies operating within social and cultural contexts. Furthermore, the experiential pedagogy is reliant on physical presence and human contact for the purposes of reflection, transformation and education. With the arrival of the COVID-19 pandemic, this complex pedagogy faced a threat. How can we migrate an Applied Drama and Theatre curriculum to online learning platforms? Can we fully honour its pedagogical objectives remotely? The study explored how Applied Drama and Theatre educators re-envisioned and implemented strategies to maintain the integrity of the embodied pedagogy as it moved online. These collective approaches transpired amidst a disruptive digital divide within a South African context, which impacted connectivity, access and the hopes of a synchronous learning experience. From 2020 to 2021, the ethnographic study tracked and observed Drama for Life and its Applied Drama and Theatre educators as they; 1) responded to the pandemic and identified its threats to the pedagogy; 2) through processes of experimentation, transitioned the curriculum to online learning platforms; and 3) reflected on their discoveries, challenges and interim solutions throughout the journey. The study found (based on literature and data) that the pandemic provided higher education institutions and practitioners with an opportunity for directed change. Central to the collective strategies remained student centredness and pedagogical alignment. Although certain aspects of the Applied Drama and Theatre pedagogy have undeniably been compromised online, the study demonstrated that with increased efforts to bridge the digital divide, the strategies can be navigated continually with a carefully negotiated balance.

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Embodied knowledge(s), embodied pedagogies and performance

Cited by 10 publications

References 4 publications

Tensions, Challenges, and Resistance among Academic Mothers during the COVID-19 Pandemic

Tensions, Challenges, and Resistance among Academic Mothers during the COVID-19 Pandemic

Dinamización de una performance teatral con estudiantes de educación secundaria para prevenir la violencia micromachista

Lessons learnt from teaching an Applied Drama and Theatre pedagogy online in a digitally divided South Africa

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