Performing with Teachers: Voices from an Embodied Narrative (75087)

Session Information: Professional Training, Development & Concerns in Education
Session Chair: Rose Amnah Abd Rauf

Thursday, 23 November 2023 13:15
Session: Session 3
Room: Room 704
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

This paper presents a performance text resulting from a collaborative inquiry conducted between university researchers and teachers from a public primary school in China. Embodied narrative is viewed as a theory, method, practice, event and collective action for the collaborative inquiry. Drawing from narrative inquiry by D. Jean Clandinin, Forum Theater by Augusto Boal, performance studies with emphasis on ethnography as dialogical performance suggested by Dwight Conquergood, and Chinese philosophical thoughts on equalization of things by Zhuangzi, the theoretical framework is multi-dimensional and robust. The performance text explores the intricate positionalities of teachers and teacher educators using carefully selected vignettes from the embodied narrative process. Through this collaborative approach, participants negotiate diverse identities and character roles, fostering reflexivity, and dissolving boundaries between researchers, teachers, and performers. Consequently, the meaning of "teacher professional development" is epistemologically redefined. Embodied narrative, as a collaborative inquiry, challenges the prevailing deficit model in teacher education, debunking assumptions that teachers lack research competencies. It effectively critiques the textualism in educational research and highlights the importance of "culture as performance" and "practice as research." Within the pedagogical and political realm of embodied narrative, teachers and teacher educators embrace a holistic approach, bridging the theory-practice gap, transcending individual-public boundaries, and proactively taking action. This paper's insights will contribute to advancing teacher professional development and promoting a transformative paradigm in educational research. By emphasizing the embodied narrative, this paper advocates for embracing experiential and performative aspects of learning, ultimately fostering a more inclusive, collaborative, and empowering teacher education practice.

Authors:
Xiangyan Liu, Hunan Normal University, China
Shuqin Li, Hunan Normal University, China
Sisi Yang, Hunan Normal University, China


About the Presenter(s)
Dr. Xiangyan Liu is currently an Associate Professor at School of Educational Science, Hunan Normal University.

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00