This article contributes to the field of critical performative pedagogy by presenting an example project which conceived performance as pedagogy. It considers interruptions to performance experiences as an immediate call for reflection (Savin-Baden, 2007) and ultimately, a ‘critical thinking tool’ (Meller, 2017). By employing a writing strategy that echoes a reflective model for undertaking practice-as-research designed by the author, entitled Anticipation, Action, Analysis, the article provides a framework in which to situate a discursive description of how interruption as a form of rupture or ‘disturbance’ (Vale, 2017) complicates the implicit contract between student and tutor in terms of the exchange of power in the relationship.
contract, interruption, performative pedagogy, power relations, reflective practice, risk-taking
Dr Lee Campbell
Dr Lee Campbell is a Lecturer in Academic Support across Camberwell, Chelsea and Wimbledon colleges, UAL. His practice explores how meaning is constructed through politics of space, and how the politics of art are articulated through visual and verbal languages. Recent research publications include PARtake: The Journal of Performance as Research and the Journal of Pedagogic Development. He is currently working on an edited collection called I Leap into Action: Critical Performative Pedagogies in Art & Design Education. In 2017, he was awarded with a University of Lincoln Best Practice Award in Promoting Equality in recognition for his research into teaching and supporting those with a vision impairment.
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