…effectively use performance in pedagogy? Should anybody?
After all, performance foregrounds bodies and voices. If you think about it, this is risky in ways that can be transformative, but can also “go wrong.”
What issues of power might emerge? How can performance strategies fail? What kind of experience and understanding ought the teacher/facilitator have? What kind of preparation is useful? How can readings, sequential experiences, dialogue and follow-up practices help scaffold learning? In what ways might communicating sensitivity to physical contact and embodied, performative practices undermine the processes?