Storying As Curriculum: Critical Performance Pedagogy and Relational Identity Emergence in an Arts-Based Teacher Preparation Course

Alycia Elfreich; Gustave Weltsek

doi:10.7577/rerm.5531

Authors

Alycia Elfreich Montana State University https://orcid.org/0000-0003-0925-080X
Gustave Weltsek Indiana University https://orcid.org/0000-0003-1717-9425

DOI:

https://doi.org/10.7577/rerm.5531

Keywords:

Critical Performance Pedagogy, Arts-based Pedagogy, Justice-oriented Teacher Preparation, Creative Approaches to Qualitative Research

Abstract

This project centers artistic, relational, and embodied ways of knowing (Perry & Medina, 2011) through an enacted multi-modal curriculum that critically examines conceptual, empirical, and pedagogical discourses on justice-oriented education. Critical Performative Pedagogy (CPP) (Weltsek & Medina, 2007) served as a lens for wondering about ideas of becoming, identity emergence, and acting within and upon the world to creatively and dialogically engage with what it means to teach. Storying, as a methodological approach (for example, Dennis, 2016), invites us all to imagine our own ways of seeing and acting in and upon the world in relationship with one another as the creation of intimate communal narratives. Understanding curriculum and pedagogy as a collaborative storying process created possibilities to imagine what could be through relationally inviting us all to hold what we thought we knew in tension with new opportunities to experience the world differently.

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