LEADER 02436nam 22005533u 450 001 9910783460303321 005 20230617002316.0 010 $a1-282-32269-9 010 $a9786612322693 010 $a1-4106-1159-0 035 $a(CKB)1000000000210097 035 $a(EBL)255604 035 $a(OCoLC)475970267 035 $a(SSID)ssj0000219845 035 $a(PQKBManifestationID)11196433 035 $a(PQKBTitleCode)TC0000219845 035 $a(PQKBWorkID)10248351 035 $a(PQKB)10127411 035 $a(MiAaPQ)EBC255604 035 $a(EXLCZ)991000000000210097 100 $a20130418d2004|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPerformance theories in education$b[electronic resource] $epower, pedagogy, and the politics of identity 210 $aHoboken $cTaylor and Francis$d2004 215 $a1 online resource (285 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-4820-7 327 $aBook Cover; Title; Copyright; Contents; Contributors; Acknowledgments; Foreword; 1 Introduction: Performance in Education; I Performance and Performativity in Pedagogical Practice; II Performance, Power, and the Politics of Identity; III Policy, Ritual, and Textual Performances 330 $aPerformance Theories in Education: Power, Pedagogy, and the Politics of Identity breaks new ground by presenting a range of approaches to understanding the role, function, impact, and presence of performance in education. It is a definitive contribution to a beginning dialogue on how performance, as a theoretical and pragmatic lens, can be used to view the processes, procedures, and politics of education. The conceptual framework of the volume is the editors' argument that performance and performativity help to locate and describe repetitive actions plotted within grids of power relatio 606 $aCritical pedagogy 606 $aPerformance 615 4$aCritical pedagogy. 615 4$aPerformance. 676 $a370.11/5 676 $a370.115 700 $aAlexander$b Bryant Keith$01475008 701 $aAnderson$b Gary L$01098695 701 $aGallegos$b Bernardo$0930746 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910783460303321 996 $aPerformance theories in education$93688981 997 $aUNINA