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Getting Our Critical On!

Posted By Gustave J. Weltsek, Wednesday, April 17, 2013
Updated: Wednesday, April 17, 2013

In the most recent issue of Youth Theatre Journal, we started a dialogue of how pedagogy informs our practice. The conversation continues here on AATE's Community Blog, and we invite you to join in.

"Theory emanates from practice and that knowledge grows from and is reflective of social experience." -- We Make the Road by Walking: Conversations on Education and Social Change by Myles Horton and Paulo Freire, Temple University Press (1990)


So let's pick up where we left off in our journal article, Postcolonial, Postmodern, Postracial, Postqueer Positionality in a...Aw Hell, I'm Just Trying to Do Good Work: A Dialogue of Identity, Intention, and Position: Part I.

We're playing with how we use, combine and/or modify multiple pedagogical theories within the moment of "doing teaching".

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Christina Marin Ph.D. says...
Posted Wednesday, April 17, 2013
The very idea that knowledge grows from social experience is the antithesis of me sitting down at a computer and writing an article by myself. That's not a social experience. It's a schizophrenic experience.
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Peter Duffy says...
Posted Wednesday, April 17, 2013
There is one way to look at knowledge--that it is created between and among people. The difference between knowledge and information is information is what you hold in your head, knowledge is creating a common understanding among people. I think I always understood that delineation between equity and equality; it was part of my composition, but now that we've talked and lived that conversation so richly together, I have a different experience with it. I know it differently now. And because of that shared experience of the conversation about equity and equality, none of us is ever going to hear those words the same way again. I think that's really important and, when we layer theory on first, I think we can foreclose upon the idea that knowledge emerges because we're working within a particular theoretical framework. When you start with the framework, you have to insist upon its borders and exist within the borders of the theoretical frame. And sometimes that forecloses on what comes out of the group. So it's really interesting, this process we're going through. Seems like it is almost like knowledge and theory working in a dialogical process. So as you were saying, can these theories be simultaneous, or are they discrete and do we switch? For example, I am working in a queer space, in a critical space, in a feminist space--is that the dialogical process when we make that transition? Or is it even a transition or is there a simultaneity to it?
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Gustave J. Weltsek says...
Posted Tuesday, May 21, 2013
I'd like to play more with hermeneutics. So if we say we "create" something I get a sense of fixedness from my Barthian historfying, is there a more dynamic way we can talk about knowledge and or can we even use that nomenclature as the idea of "knowledge" has been appropriated ? Does Butler hold a clue?
See the thing remains is that many of our questions have been answered and we as theatre folks dance on the edge of meaning so what are the new meanings we will bring to the conversation?
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