TY - JOUR
T1 - Narrative and performative acts in cultural education : the teaching of writing as critical communication
AU - CHAN, Ching-kiu Stephen
AU - LAW, Yuen-fun Muriel
PY - 2013
Y1 - 2013
N2 - Grounded in the interdisciplinary educational work of Cultural Studies, this paper examines the pedagogical potentials of narrative and performance for the teaching of writing as a mode of public discourse. Guided to address a wide readership, students engage in critical communication aimed at linking self inquiry and narrative discourse to the contextual analysis of the social. Drawing on research findings derived from the undergraduate teaching of cultural criticism as a genre of public writing at Lingnan University, Hong Kong, we look at how educational drama mediates the work of narrative and performative acts involving the young learner-writers and contributes to the shaping of a dialogic mode of address and communication, thus articulating the process and impact of writing to the public-oriented discourse in Cultural Studies education. In light of such acts in critical discourse and imagination targeted at the potential reader, we show how the young writers' own engagement with critical thinking and communication are opened up by drama-in-education adopted in the class, and argue how, in this sense, both writing and its learning process become effective stages in the making of the kind of cultural criticism we want to help students to learn.
AB - Grounded in the interdisciplinary educational work of Cultural Studies, this paper examines the pedagogical potentials of narrative and performance for the teaching of writing as a mode of public discourse. Guided to address a wide readership, students engage in critical communication aimed at linking self inquiry and narrative discourse to the contextual analysis of the social. Drawing on research findings derived from the undergraduate teaching of cultural criticism as a genre of public writing at Lingnan University, Hong Kong, we look at how educational drama mediates the work of narrative and performative acts involving the young learner-writers and contributes to the shaping of a dialogic mode of address and communication, thus articulating the process and impact of writing to the public-oriented discourse in Cultural Studies education. In light of such acts in critical discourse and imagination targeted at the potential reader, we show how the young writers' own engagement with critical thinking and communication are opened up by drama-in-education adopted in the class, and argue how, in this sense, both writing and its learning process become effective stages in the making of the kind of cultural criticism we want to help students to learn.
KW - Cultural studies
KW - educational drama
KW - participatory performance as critical communication
KW - self inquiry and narrative acts
KW - the pedagogy of cultural criticism as a mode of writing
UR - http://commons.ln.edu.hk/sw_master/2178
UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-84877846734&doi=10.1080%2f14649373.2013.769747&partnerID=40&md5=d171bcf87c58596dc35cd2f7b5feab41
U2 - 10.1080/14649373.2013.769747
DO - 10.1080/14649373.2013.769747
M3 - Journal Article (refereed)
SN - 1464-9373
VL - 14
SP - 213
EP - 227
JO - Inter-Asia Cultural Studies
JF - Inter-Asia Cultural Studies
IS - 2
ER -