CALL FOR PROPOSALS
Performance, Pedagogy, and Co-Presence
Performance Pedagogy Workshop 2022
Convenors: Adelheid Mers & Rumen Rachev
Inspired by the 2022 conference theme of Hunger, the PSi Performance and Pedagogy Working Group will explore what it means for a conference to pose the human and disciplinary challenge to engage in the real world. What does it mean to ‘engage?’
We would like to use the idea of presence to further spin out the questions above. Recently, Alice Lagaay and Anna Seitz (2020) asked about “the role presence could be permitted to play in academic situations of co-presence with others,” including “conferences, seminars or lectures.” We understand that PSi asks to expand this idea, to enact the conference’s co-presence with others in the world.
The idea of presence will be investigated through the notion of translinearity; that is, as “performative forms of research, teaching and learning that cannot easily be transferred into linearized formats” (Holkenbrink & Seitz, 2018). What forms of dialogues can arise from co-presence within academia and beyond the walls of the institution? How can we listen in the context of a dialogue? Which forms of action might that produce?
We are seeking prompts, ideas and/or suggestions to sharpen the topic, its attendant unease and contradictions, along with long-awaited opportunities and excitement, for discussion and/or presentation at three sessions the Working Group will host online. Please write to us at per.ped.psi@gmail.com by July 15th and we will collate/curate sessions around your prompts.
We will convene online:
23rd of July, 7 – 8 pm CDT
30th of July, 2 – 3 pm CDT
6th of August, 7 – 8 pm CDT
Sources:
Lagaay, Alice and Anna Seitz. “What Role could Presence Play in the Practices of Academia? On the performativity of theory in the context of Performance Philosophy.” Rev. Bras. Estud. Presença, Porto Alegre, v. 10, n. 1, e92596, 2020.
Available at: http://dx.doi.org/10.1590/2237-266092596
Holkenbrink, J., Seitz, A. (2018). “Challenging formats: Content and form in dialogue: On the development of aesthetic sensitivities in academia.” In Aisha-Nusrat Ahmad et al., (Eds.). Knowledge, normativity and power in academia: Critical interventions. (pp.137-151).
bruce.barton