Resonance, “Response”-ability and revolution: pedagogies of care for revolutionary times

Tan, Corrie (2021) Resonance, “Response”-ability and revolution: pedagogies of care for revolutionary times. In: Arrhythmia Performance Pedagogy and Practice, 11:30am – 11:50am - 5th June 2021, Online.

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Item Type: Conference or Workshop Item (Paper)
Title: Resonance, “Response”-ability and revolution: pedagogies of care for revolutionary times

In this paper, I examine how digital pedagogies can be reimagined as fugitive, intimate pedagogies to support tertiary-level students in the arts and humanities facing severe and uncontrollable disruptions to public education. In particular, the generation of student activists maintaining Myanmar’s 2021 Spring Revolution. With universities shuttered, thousands of educators and professors fired or taking part in a Civil Disobedience Movement, and almost a million higher-education students dispersed across their country – both digital and non-digital strategies (applied synchronously and asynchronously) will be crucial in sustaining higher education for the long term. Students across Myanmar will have varying and limited access to the internet, will likely be accessing distance learning through their smartphones, and will have to rely on asynchronous learning if they are in conflict zones. Drawing from three small-group sustained facilitations conducted during the 2020-2021 global pandemic, I highlight three approaches derived from performance studies and performance practice that can inflect and inform precarious facilitator- and student-led study settings: (1) sympathetic resonances and kinaesthetic empathies (Susan Leigh Foster, 2011), (2) “response”-ability (Rebecca Schneider and Lucia Ruprecht, 2017), and (3) the responsiveness and responsibility espoused by Joan Tronto’s ethical elements of care (1993). I see these facilitative approaches as aspects of a “caring improvisation”, where we “draw upon a set of rehearsed cognitive and bodily skills of enquiry and action to responsively perform care on behalf of the needsnof others” (Maurice Hamington, 2020). I see this as part of a radical reimagining of education that takes place external to the neoliberal university institution
designed to exploit and exclude.

Uncontrolled Keywords: Interlockingrhythmspanel14
Subjects: Performing Arts
Divisions: Publications > Conference Paper
Depositing User: Ms Ashalatha Krishnan
Date Deposited: 03 Oct 2021 08:02
Last Modified: 03 Oct 2021 08:06
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