Alienation and emancipation at the university through performing arts

Tau, Ramiro; Kloetzer, Laure; Sacher, Aneth; Zolotareva, Anna; Abebayehu, Yemariam

Alienation and emancipation at the university through performing arts

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Date

2024-12-31

Authors

Tau, Ramiro

Kloetzer, Laure

Sacher, Aneth

Zolotareva, Anna

Abebayehu, Yemariam

Publisher

Department of German, University College Cork

Published Version

10.33178/scenario.18.2.2

Abstract

This paper, co-written by three students and two lecturers of a master’s course called "Arts-based Approaches to Research and Teaching", focuses on the way in which the performing arts can contribute to the identification and definition of a scholarly research question. Based on a discussion of the phenomenon of learners' alienation in formal education systems, and its restrictive effects frequently pointed out in the specialized literature, we address the problem of the opening towards autonomy in the definition of an original research problem. To this end, the article will (1) introduce our theoretical reflections, discussing the issues on the phenomenon of alienation, emancipation and creation of knowledge within the university setting; (2) explain the structure of the course, with a focus on the place of performing arts in the curriculum; (3) present three vignettes displaying three cases of elaboration and reflection by participant students; (4) offer a final discussion and conclusion on the potential of performing arts to “shake up” or “destabilise” the usual alienation experienced by students regarding the appropriation and creation of knowledge at the university.1IntroductionThis paper presents the collaborative reflection of three students and two lecturers of a master course called Arts-Based Approaches to Research and Teaching, delivered at the University of Neuchâtel in Switzerland. We explore how performing arts at the University may support the creation of an original research question by master students. More precisely, we explore the intersection between alienation and emancipation in higher education, through the application of performing arts in the process of formulating a research question for a master thesis. This question is explored through three reflective reports, three student vignettes that illustrate how artistic methods disrupt traditional academic structures and promote intellectual freedom. We argue that the course, based on the experience and discussion of short activities inspired by performing arts, creates a space for critical reflection and change, in which students can move more easily from alienation regarding scholarly knowledge to the capacity to engage with its creation. Formal education systems often foster a sense of alienation in students, restricting their autonomy in academic inquiry. This study presents the idea that engaging with performing arts can counteract this alienation, providing a pathway towards autonomy and the creative formulation of research questions.

Keywords

Performing arts , Scholarly research question , Learners' alienation , Autonomy

Citation

Tau, R., Kloetzer, L., Sacher, A., Zolotareva, A. and Abebayehu, Y. (2024) 'Alienation and emancipation at the university through performing arts', Scenario: A Journal of Performative Teaching, Learning, Research, 18(2) pp.16-36. https://doi.org/10.33178/scenario.18.2.2