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The article explores the role of a Brechtian theater pedagogy as “philosophical ethnography” in four investigative drama-based workshops, which took international students’ intercultural “strangeness” experiences as the starting point for aesthetic experimentation. It is argued that a Brechtian theater pedagogy allows for a productive rather than representational orientation in research, which is underpinned by a love for the aesthetic “re-entanglement” of (dis-embodied) language and ethical concerns about mimetic representational acts. To show how a Brechtian research pedagogy functioned as philosophical ethnography, the article maps the aesthetic transformation of participant Jamal’s verbatim account in the drama workshops—from (a) its emergence in a post-creative-writing discussion in workshop 2, to (b) its enactment as a body sculpture in workshop 3, and (c) to its translation into a rehearsal piece in workshop 4.
|Number of pages||12|
|Early online date||19 Apr 2016|
|Publication status||Published - 1 Mar 2017|
- Brechtian theater pedagogy
- philosophical ethnography
- drama-based research
- rhizomatic validity
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- 1 Finished
Towards a Brechtian Research Pedagogy in Intercultural Education (awarded ca. £54,900 as Doctoral Scholarship award, University of Glasgow)
30/09/09 → 31/05/13
Project: Research - Studentship