Teaching as Performance: Connections between Folklore and Education

Drawing upon the literature in performance-centered folklore along with my experience as an elementary school teacher, I argue that teaching can be viewed as oral improvisational performance based on curricular themes. Five concepts from performance-centered folklore with apparent applicability to s...

Full description

Saved in:
Bibliographic Details
Published inCurriculum inquiry Vol. 29; no. 3; pp. 273 - 291
Main Author Morgan-Fleming, Barbara
Format Journal Article
LanguageEnglish
Published Oxford, UK and Boston, USA Routledge 1999
Blackwell Publishers, Inc
Subjects
Chalk
Children
College instruction
Communities
Curricula
Educational research
Folklore
Linguistics
Teacher education
Teachers
Online AccessGet full text

Cover

More Information
Summary:Drawing upon the literature in performance-centered folklore along with my experience as an elementary school teacher, I argue that teaching can be viewed as oral improvisational performance based on curricular themes. Five concepts from performance-centered folklore with apparent applicability to studies of the enacted curriculum are discussed. These concepts are: the redefinition of linguistic competence and linguistic community; the view of text as emergent from the social structure in which it is told; the emphasis on locally determined norms and rules for linguistic conduct; the role of tradition and innovation in folklore; and the feminist critique and revision of folklore.
Bibliography:ArticleID:CURI128
ark:/67375/WNG-8H7VKJ2R-0
istex:B3247BED984F5AC4FC5C4EE0303366FF9ACBB593
ISSN:0362-6784
1467-873X
DOI:10.1111/0362-6784.00128