Creating Spheres of Interculturality through Paerformative Activity

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Performativity will be shown to replace more abstract conceptions of language as a structure of meaning or as a symbol system and one way of introducing the concept of spheres of interculturality into ELT. The emphasis will be on the role of language in the concrete, particular transactions of the speaking body in specific contexts and in specific moments of time. It focuses on language as action, and also on meaning as the effect of embodied processes of meaning-making.

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Creating Spheres of Interculturality through Paerformative Activity

  1. 1. Creating Spheres of Interculturality through Performative Activity FAAPI Buenos Aires 2013 Susan Hillyard B.Ed. (Hons) http://susanhillyard.blogspot.com.ar/
  2. 2. Questions for today What is identity?  What is culture?  What is the relationship between the two?  What is interculturality?  What is Performative Activity?  Why is it important and how do we do it? 
  3. 3. The Speaking Body in the Empty Space Peter Brooks
  4. 4. Gender through performative activity All bodies are gendered from the beginning of their social existence (and there is no existence that is not social), which means that there is no “natural body” that pre-exists its cultural inscription. Butler J (2006)
  5. 5. Performativity Austin referred to it way back in 1955 when he said “to say something is to do something” and set up the philosophy behind our notion of speech acts to which we refer today. Austin ( 1955)
  6. 6. Performative inquiry invites a stance of inquiry, an embodied exploration of curricular concerns, issues, assigned texts, communal narratives, and lived experience. Lynn Fels  
  7. 7. Guess the theme (Ken)       Groups of six Number around Turn to back Listen When I call out a number, that number from each group turns to view the screen and thinks how they will explain the pic to the group. When all done Guess the theme and point to the ceiling looking at the screen.
  8. 8. Each tells their pic and then discuss in your group: What theme unites all the six pictures? When you have it, stand still in silence and point to the ceiling.
  9. 9. Just do it!
  10. 10. Talk time in pairs    Which greetings made you laugh? Which greetings made you uncomfortable? Why? Which greetings would make other nationalities laugh or feel uncomfortable? State the nationality and say why……
  11. 11. My Identity
  12. 12. Defining her Identity  Vegetarian  Personality Traits  Appearance  Scottish  Artist  Female (profession)  Emotions  Birth  Relationships  I wish…..
  13. 13. Saving and adapting from UK to AR Saudi Arabia Singapore Spain
  14. 14. All the world's a stage, And all the men and women merely players: They have their exits and their entrances; And one man in his time plays many parts, His acts being seven ages. Shakespeare W. As you Like It
  15. 15. Erving Goffman: The Presentation of Self in Everyday Life 1959 We have our front stage and our backstage. A Model of Life as Dramaturgy Ex: The 2 (+) Faces of Me
  16. 16. Awareness
  17. 17. Irrelevant, uninteresting, conflictive, puzzling, disgusting?         Garage sales Aborting female foetuses Meal times Wearing shoes indoors Installing a washing machine in your kitchen Not having IDs Wearing a veil Eating Malaysian food with chopsticks
  18. 18. Iceberg of Culture
  19. 19. Tableaux: (Iceberg)  In groups of 4, choose any trait from the base of the iceberg and discuss with your group how you can show that trait through the speaking body in the empty space.
  20. 20. Iceberg of Culture
  21. 21. Language and PA Performativity refers to the doing of language. It opposes more abstract conceptions of language as a structure of meaning or symbol system with an emphasis on the role of language in the concrete, particular transactions of speakers and hearers at specific sites. Performativity focusses on language as action. 
  22. 22. According to Fels and Meyer (1997:76), performative inquiry assumes that knowledge is embodied in creative processes and rooted in the “world of lived sensorial experience”, taking cognisance of the fact that neither knowledge nor experience is a direct representation of the world.
  23. 23. Plural Cultures Not only do we need to be continually empowered to choose ourselves, to create our identities within a plurality; we need continually to make new promises and to act in our freedom to fulfill them, something we can never do meaningfully alone. Fels and Meyer (1997)
  24. 24. Our cultures in English in Action         Hospital Immigrant Shanty town Down Syndrome Deaf Asperger’s Autism AHDH         DOD Violent Poverty Silent Invisible Gifted Aggressive conduct Dyslexic
  25. 25. Mr Action in Guayacil
  26. 26. The stop Between closing and beginning lives a gap, a caesura, a discontinuity. The betweenness is a hinge that belongs to neither one nor the other. It is neither poised nor unpoised, yet moves both ways...... It is the stop. Fels
  27. 27. To play is to encourage laughter, to explore the underbelly of the unsaid, to inspire new understandings, to engage in “wide-awakeness” (Greene, 1971)
  28. 28. My Baby……. The Speaking Body in the Empty Space
  29. 29. Evaluation  I learned a lot !  I learned quite a lot…  I learned a little…  I learned nothing!
  30. 30. Free course on Teaching English through Drama Http://groups.yahoo.com/group /EVO_Drama_2013/
  31. 31. References   Austin, J. L. [1955] How to Do Things With Words, Cambridge, Mass.: Harvard University LynnFels: http://www.bctela.ca/resources/english-practice/spring200 Retrieved 09/09/13   Greene, M. (1978). Landscapes of Learning. New York, N.Y.: Teachers College Press. Butler. http://www.sagepub.com/upm-data/11880_Chapter_3.pdf Retrieved 09/09/13

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