Performative education inside and outside the ethics of care: Three provocations

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dc.contributor.authorCostantino, Anna
dc.contributor.editorDalziel, Fionaen
dc.contributor.editorPiazzoli, Erikaen
dc.contributor.editorScally, Garretten
dc.date.accessioned2022-02-10T09:22:37Z
dc.date.available2022-02-10T09:22:37Z
dc.date.issued2021
dc.description.abstractInspired 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.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationCostantino, A. (2021) 'Performative education inside and outside the ethics of care: Three provocations', Scenario: A Journal for Performative Teaching, Learning, Research, 15(2), pp. 27-46. https://doi.org/10.33178/scenario.15.2.2en
dc.identifier.doi10.33178/scenario.15.2.2
dc.identifier.endpage46
dc.identifier.issn1649-8526
dc.identifier.issued2
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage27
dc.identifier.urihttps://hdl.handle.net/10468/12547
dc.identifier.volume15
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttps://journals.ucc.ie/index.php/scenario/article/view/scenario-15-2-2
dc.rights© 2021, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectDataen
dc.subjectEntanglementen
dc.subjectEthic of careen
dc.subjectPerformative teaching and learningen
dc.subjectSocially engaged practicesen
dc.titlePerformative education inside and outside the ethics of care: Three provocationsen
dc.typeArticle (peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. 15 Issue 2