Theatre of Possibility: Performative Inquiry as Heuristic, Holistic, and Integrative Learning

  • Dorothy Lichtblau University of Alberta

Abstract

This paper illustrates what Performative Inquiry, an embodied, interpretive and dialectical means of investigating curriculum, may contribute to teaching and learning. By contextualizing the discourse in a workshop on drama as a way to study Anne Frank’s Diary of a Young Girl, I demonstrate that Performative Inquiry builds on learners’ experience and knowledge and recognizes their perceptions of who they are within certain contexts. I show, too, that this educative practice provokes critical thinking, increases self-understanding, and permits greater integration of mind and body. My overarching aim is to demonstrate that Performative Inquiry is a practice that fosters personal and community development

Published
2009-02-02
How to Cite
LICHTBLAU, Dorothy. Theatre of Possibility: Performative Inquiry as Heuristic, Holistic, and Integrative Learning. LEARNing Landscapes, [S.l.], v. 2, n. 2, p. 255-273, feb. 2009. ISSN 1913-5688. Available at: <http://www.learninglandscapes.ca/index.php/learnland/article/view/Theatre-of-Possibility-Performative-Inquiry-as-Heuristic-Holistic-and-Integrative-Learning>. Date accessed: 22 apr. 2018.