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Understanding Critical Cultural Cons...

Zuidema, Mary.

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Understanding Critical Cultural Consciousness through Performance Ethnography: A Study on Non-Endings and Hospitality.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Understanding Critical Cultural Consciousness through Performance Ethnography: A Study on Non-Endings and Hospitality./
作者:	Zuidema, Mary.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	284 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10282047
ISBN:	9781369774719

Understanding Critical Cultural Consciousness through Performance Ethnography: A Study on Non-Endings and Hospitality.
Zuidema, Mary.

Understanding Critical Cultural Consciousness through Performance Ethnography: A Study on Non-Endings and Hospitality. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 284 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2017.

Although cultural lessons are an integral part of World Language Education (WLE), WL teachers often struggle with understanding cultural perspectives beyond the surface level, which Tochon (2011) called a need for "anthropological insight on the self" (p.20). Using performance ethnography as my theoretical framework, I investigated the benefits of using playwriting and playacting through a series of case studies as ways to develop critical cultural consciousness and to interrogate cultural identity or identities.

ISBN: 9781369774719Subjects--Topical Terms:

516579
Education.

Understanding Critical Cultural Consciousness through Performance Ethnography: A Study on Non-Endings and Hospitality.
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500 $a Adviser: Francois Tochon.
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520 $a Although cultural lessons are an integral part of World Language Education (WLE), WL teachers often struggle with understanding cultural perspectives beyond the surface level, which Tochon (2011) called a need for "anthropological insight on the self" (p.20). Using performance ethnography as my theoretical framework, I investigated the benefits of using playwriting and playacting through a series of case studies as ways to develop critical cultural consciousness and to interrogate cultural identity or identities.
520 $a The thirteen participants reflected on their cultural identity in one-on-one interviews and full-class discussions as well as wrote and performed in plays in front of their peers based on these reflections. I further analyzed my data by writing a play as a way to process, digest, and re-conceptualize the data to better understand my participants' perspectives. The lens I used to interpret the data draws on Derrida's law of hospitality (2000) and the first rule of improvisational (improv) comedy, as well as Boal's (1985) framework for performance.
520 $a Important conclusions from this research include the finding that practicum students often see themselves in the role of a host demonstrating hospitality by fostering balance and equity in the classroom. Their ideas for challenging the achievement gap echo Derrida's law of hospitality in that they wanted to affirm their students' cultures. Furthermore, they wanted to make the lives of their students better in the classroom, which blurs Derrida's law with the concept of "Yes, and," from improv comedy. That is, they say "yes" to their students' cultures, "and" try to enrich their students' lives. Through playwriting, they were able to gain insight into their own culture as ways to give "happily-ever-afters" to their students' stories. Although each of their plays demonstrate a happy or sad ending, I wrote my own performance to have an open interpretation of an ending to align with Boal's lack of cathartic endings in theatre.
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