We present a collaborative audio and video-based performance ethnography and companion essay that expands upon our experiences in a graduate-level performance ethnography seminar. Our performative text explores the potential for audio and video-based performance ethnography as an important pedagogical tool that prioritizes alternative ways of knowing that are deeply related to nondeliberative groupwork practice. Following a review of our process, we propose an aesthetics of performance pedagogy and discuss the importance of liminality in our work. Implications for practice include providing educators with critical opportunities to contribute to students’ awareness and understanding without demanding conformity to particular ways of knowing.
Kelly, Brian and Wodda, Aimee. Composing an Aesthetics of Performance Pedagogy. Groupwork, 26, 2: 33-50, 2016. Retrieved from Loyola eCommons, School of Social Work: Faculty Publications and Other Works, http://dx.doi.org/10.1921/gpwk.v26i2.1033
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