UCC Journals (Univ. College Cork)
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Report: 8th Scenario Forum Symposium: “Sore Back, Square Eyes?” Going Performative in Digital Teaching and Learning Spaces
Get PDFIn this conference report, I reflect from a student’s perspective on my experience as a participant in the 8th Scenario Forum Symposium ‘Sore Back, Square Eyes? Going Performative in Digital Teaching and Learning Spaces
Performative education inside and outside the ethics of care: Three provocations
Get PDFInspired by the provocations raised in Cañas’s RISE Manifesto (2015), this essay argues that language learning, language teaching, and performative activities are caring acts. They are qualitative offerings that manifest themselves as embodied, relational, and artful events concerned with fostering fairer and caring societies. I refer to them as qualitative acts of care. The essay also voices concerns regarding the structural constraints faced by language educators and educational practitioner-researchers when they seek to enact language learning, arts practice, or practice-based research as caring and ethical work. Qualitative care is an ever-changing process that is often difficult to capture (both conceptually and experientially) in the flow of practice, which raises epistemological questions about the way qualitative care is measured and deemed to be self-sufficient and self-contained. Paradoxically, measurement and evaluation turn qualitative care into practices that are referred to here as quantitative acts of care. The essay does not provide readers with answers to the problems raised by Cañas (2015). Rather, from the reflexive standpoint of a language teacher and practitioner-researcher, it suggests the need to leverage the qualities of performative learning and teaching by making any work of care a continual endeavour
Rezension: Schappert, P. (2020) Mit Dramagrammatik zu grammatikalischer Kompetenz. Eine empirische Untersuchung im Rahmen von Alphabetisierungskursen für Erwachsene. Tectum Verlag
Get PDFDie in Buchrezensionen vertretenen Ansichten und Meinungen sind die der jeweiligen Rezensent:innen und reflektieren nicht notwendigerweise die Position von SCENARIO
Creative Editorial - Crisis: Predicament and Potential
No full textGiven the journal’s theme of crisis, we expected submissions that skewed towards melancholy, cynicism and a certain negativity. With environmental disaster no longer looming but occurring and extreme political ideologies becoming globally normalised, there certainly seemed crises-a-plenty to motivate, or perhaps demotivate, writers. Submissions to the journal gave us stories focusing on issues both local and universal, from homelessness and grief, to mental health and abortion. And at the deadline for submissions, November 2019, none of us yet had an inkling of the medical crisis that would eventually envelop the world and change our very way of living. [Read More on PDF
Same Time Next Tuesday
No full textA short story, "Same Time Next Tuesday", by Gráinne O\u27Hare. [Read more in PDF]
Event Report - 40th Association for Environmental Archaeology Conference
No full textAn academic event report by Carolyn Howle Outlaw about the “40th Association for Environmental Archaeology Conference". [Read more on PDF
Giebert, Stefanie & Göksel, Eva (eds.) (2019): Dramapädagogik-Tage 2018. Drama in Education Days 2018
Get PDFThe proceedings of the bilingual conference Dramapädagogik-Tage/Drama in Education Days 2018 in Konstanz, Germany, is the first independent publication following the yearly eponymous event. Since the conference series focuses “on best practice and research in the field of Drama and Theatre in Education specifically in second and foreign language teaching”2, the Scenario Journal has followed the conference since the beginning. The entire 2015/2 issue was dedicated to the first event in 2015 and edited by Stefanie Giebert, who is, together with Eva Göksel, the co-editor of the current proceedings. Reports on the conferences 2016 and 2017 were included in 2016/2 and 2017/1. The present book review continues this existing professional dialogue between Scenario and the Drama in Education Days. The publication consists of eleven articles in German and English, compiling reports on drama and theatre workshops as well as on projects for language education which were presented at the conference. Regarding the structure, there are four sections in the book: Foreword, Basics, Current Research and Practical Inspiration. In the foreword, which is included in English and German, the editors and conference organisers briefly introduce the authors and their articles. They also outline the genesis of the Drama in Education Days, ..
Writing Saudade: Navigating Home, Homeland, and Sexuality in the Work of Gabriela Mistral and Elizabeth Bishop
No full textFor poets Elizabeth Bishop and Gabriela Mistral, the potential of Portuguese saudade was an answer to anguish they experienced as exiles and other forms of loss. Drawing upon their poetry, correspondence, and translations of Lusophone literature, this paper examines how, by engaging with this foreign concept, both queer women poets living in exile engaged with their own senses of isolation, alienation, and unhomeliness. Describing the potential of saudade in an endnote to the section titled “Saudade” in Tala, her third volume of poetry first published in 1938, Mistral states “I firmly believe […] in a future of borrowing language to language in Latin America. At least, in the case of certain words, definitive profit from the genius of the other, unshakable expressions within their range of ‘true’ words” (2003 p. 244). Both of these poets turned to this word as they were reconciling the heteronormative forces displacing them within their homelands. Ultimately, Bishop and Mistral mobilize the notion to address the traumas of displacement, loss, and sexual difference as they explore the “truth” and nuance of the word through their writings
“I have gained self-confidence”. Exploring the impact of the role-playing technique STARS on students in German lessons
Get PDFFinding tools that stimulate creativity, empathy and self-confidence is one of the core challenges of the 21st century. Performative education being one of them, a need for developing convincing performative concepts arises (Jogschies, Schewe & Sto?ver-Blahak 2018). The improvisational role-playing technique edu-larp constitutes one such tool, combining the training of social and personal skills with the exploration of various themes. An adaptation of this format to institutional settings coined STARS (STudent Activating Role-playing gameS, Geneuss 2019) has been applied in several schools in Bavaria. To ascertain the students’ perspective on their perceived learning, data from 161 quantitative surveys were further augmented by feedback-talks. To gain insight into the teachers’ perspective on how the tool can be implemented in German lessons, which general skills can be trained and what challenges might arise when applied in formal education, we applied a qualitative design grounded upon 7 interviews. It emerges that applying edu-larp in classrooms is perceived as a meaningful tool to treat curricular topics. It also contributes to train social and personal skills, which in turn can lead to self-confident face-to-face interaction. Yet, multiple challenges keep educators from applying the technique