Pausing to (re)frame: using actioning and positive reflection in performative learning and teaching

Baker, Gavin (2018) Pausing to (re)frame: using actioning and positive reflection in performative learning and teaching. In: Leap into Action: Critical Performative Pedagogies in Art & Design Education. Peter Lang, USA. (In Press)

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Abstract

(Re)Framing is a performative approach to learning and teaching. It begins with a narrative that encourages students to write about their experiences by identifying events and ordering them to form a plot that structures their account of events. Scheduled into the process are interruptions, creating space and time for reflection, where the classes pause and students review their narrative. Working to develop a transformative narrative, they look at the role of the individual, the group, and the role the individual plays within the group. Through discussion, they set milestones for achievement and then assign actions to achieve them moving the narrative from transformative to performative.

Item Type: Book Section
Additional Information: Accepted Manuscript that will be/ has been published in Leap into Action: Critical Performative Pedagogies in Art & Design Education.
Uncontrolled Keywords: Interruption, reflexive, reflective, dialogue, Indaba, (re)framing, transformative, performative, action
Subjects: Arts
Depositing User: Gavin Baker
Date Deposited: 01 Mar 2019 13:15
Last Modified: 01 Mar 2019 14:02
URI: http://repository.uwl.ac.uk/id/eprint/5822

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