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...
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Published in | Curriculum inquiry Vol. 29; no. 3; pp. 273 - 291 |
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Main Author | |
Format | Journal Article |
Language | English |
Published |
Oxford, UK and Boston, USA
Routledge
1999
Blackwell Publishers, Inc |
Subjects | |
Online Access | Get full text |
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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. |
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Bibliography: | ArticleID:CURI128 ark:/67375/WNG-8H7VKJ2R-0 istex:B3247BED984F5AC4FC5C4EE0303366FF9ACBB593 |
ISSN: | 0362-6784 1467-873X |
DOI: | 10.1111/0362-6784.00128 |