Critical performance pedagogy: an approach for developing critical praxis in social work education.
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| Title: | Critical performance pedagogy: an approach for developing critical praxis in social work education. |
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| Authors: | Carruthers, Jean1 (AUTHOR) jc.carruthers@qut.edu.au |
| Source: | Social Work Education. Jun2026, Vol. 45 Issue 4, p952-957. 6p. |
| Subject Terms: | *Social work education, *Experiential learning, *Critical pedagogy, *Critical thinking, *Creative teaching, Political theater |
| Abstract: | Educating students to think critically about theory and practice is no simple task. Performative approaches, using the arts as a catalyst for learning and teaching, can be useful to develop students' capacity for critical thinking and action. Critical performance pedagogy (CPP) is an approach that draws on critical, performative, and collaborative practices to open students to new ways of thinking and acting for emancipatory change. CPP is an embodied learning approach that draws on traditions in critical education, political theater and the social sciences. Its purpose, to make learning accessible through critical and creative exploration. A performance assessment, as an example of CPP, demonstrates how performative processes (e.g. the development and delivery of a performance play) can be used to support the development of critical praxis. Students can initially be apprehensive coming into this assessment, however report that their engagement in performance development, delivery of the performance play and watching other students' performances has supported a deeper understanding of critically reflective practice. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Educating students to think critically about theory and practice is no simple task. Performative approaches, using the arts as a catalyst for learning and teaching, can be useful to develop students' capacity for critical thinking and action. Critical performance pedagogy (CPP) is an approach that draws on critical, performative, and collaborative practices to open students to new ways of thinking and acting for emancipatory change. CPP is an embodied learning approach that draws on traditions in critical education, political theater and the social sciences. Its purpose, to make learning accessible through critical and creative exploration. A performance assessment, as an example of CPP, demonstrates how performative processes (e.g. the development and delivery of a performance play) can be used to support the development of critical praxis. Students can initially be apprehensive coming into this assessment, however report that their engagement in performance development, delivery of the performance play and watching other students' performances has supported a deeper understanding of critically reflective practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02615479 |
| DOI: | 10.1080/02615479.2023.2285848 |
