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This chapter presents performance pedagogy as an interdisciplinary construct and potential bridge between history-based performance and classroom teaching. This chapter proposes Living History in the Classroom: Performance and Pedagogy's central theme: that storytelling and historical interpretation are effective teaching tools. These techniques are integral at many public history settings for on-site and outreach education; Freeman Tilden's foundational 1957 interpretive guidelines for America's national parks paired engagement with education and still influence the public history field. Yet, a review of related literature suggests that limited attention has been paid to translating these techniques for educators' use, whether as performers, as mentors for their students, or in collaborating with historic sites. The pedagogy inherent in storytelling and interpretive performance aligns with their potential instructional value, as has been documented for educator's performance pedagogy in the arts. Similarly, the continuing need to engage current and new audiences impacts how these organizations conduct educational programs and visitor attractions. In the same respect, PK-16 educators and administrators consistently seek best practices for engaging today's Generation Z students (born between 1997 and 2012) and the generation that follows, termed Generation Alpha (McCrindle, 2020). This chapter features a performance pedagogy model that combines historical and instructional objectives that draw from research and observation of first-person interpreters performing in teacher professional development workshops and the author's personal instructional and interpretive experience. This chapter contains a related interview with a noted historian-performer and for educators' use, a worksheet with guiding questions to create or analyze a historical character, educational content, related pedagogy, and key aspects of a performance.

The paper aims to explore the intergenerational maps project that set out to map the Brimbank and Moonee Valley residents' awareness of their favourite aspects of their local community. In reflecting on the way this project enabled local knowledge exchanges between different age groups, the paper examines the way intergenerational interactions become pedagogical and make public and public pedagogy visible.

This research paper employs the theoretical and methodological framework of performance (Charman and Dixon, 2021) to read the author's experience with the intergenerational maps project. Insights gained from performance framework are shared to illuminate the complexity of public pedagogy and its entanglement with place, public and knowledge.

The critical reflection on the author's encounter with a pedagogical event points to the importance of using a new theorisation of public pedagogy (Charman and Dixon, 2021) as a useful generative method to guide the reading, learning and research within the fields of public pedagogy and intergenerational relations.

The practical implications of this paper centres on its deployment of a new theorisation of public pedagogy as a useful framework for studying intergenerational interactions. This places these intergenerational interactional dynamics in the field of public pedagogy and can be practically applied to further develop desirable public pedagogical practices within the arena of public pedagogy.

The paper offers a subjective interpretation of the author's experience with an intergenerational interaction project and presents an application of a theoretical framework to read events as pedagogical performances that brings insights into the pedagogical potential of these public performances.

This chapter explores an approach to instruction in pre-service classes called “goofiness pedagogy.” Embedded in teaching and learning theories, goofiness pedagogy is designed to model creative teaching to help emergent bilingual learners academically, linguistically, and socially. Currently in Arizona, highly restrictive language policies limit curricular and pedagogical choices for students acquiring English. As a result, pre-service teachers are often reluctant to work with them, and worried that their own creativity will be constrained. This chapter thus discusses a multi-year study of goofiness pedagogy – theatrical drama, play, and performance – that helps pre-service teachers develop an alternative vision of exceptional teaching for and with emergent bilingual learners. Data sources include student and author reflections on the practice of performed goofiness in Structured English Immersion classes at the University of Arizona, video-taped performances of students engaged in drama and improvisation, and analysis of student written artifacts. Findings indicate that while some pre-teachers hesitate to participate in “performed goofiness,” the majority believe that theatrical activities encourage them to try out innovative teaching strategies, take risks, make mistakes, and analyze those mistakes in a supportive community of practice. Equally important, pre-service teachers begin to understand that learning in general, and language learning in particular, are social pursuits and that teachers should create social spaces in their own classrooms to support the academic and language development of emergent bilingual students. Goofiness pedagogy also has transformed the author’s own teaching practices, and consequently represents a “pedagogy of hope” within a rigid state context.

This paper aims to explore the contextual problems and priorities that create tensions in the implementation of activity-based learning reforms such as learning enhancement through active pedagogy in Jammu and Kashmir (J&K). By doing so, it aims to understand the relevance of activity-based learning (ABL) in diverse contexts as perceived by stakeholders.

Using qualitative data drawn from semi-structured interviews with 29 teachers, this study uses an anthropological approach to policy implementation to unleash factors creating a disjunction between policy text and policy practice.

Narratives from teachers reveal how critical awareness about context raises tensions and shapes beliefs about ABL. Their beliefs about ABL can be summed as “pedagogy for its own sake”, reflecting the perceived ineptness of ABL in bringing about considerable improvements in students learning outcomes. Reference to “outcomes” was invoked as a crucial recontextualising discourse in teacher’s pedagogic orientation which resulted primarily from the poor learning attainments of rural children in the prevalent outcome-focussed educational setup.

The study is the first of its kind conducted in J&K and amongst very few around the world elucidating tension around the implementation of pedagogic reforms in underserved areas. This is the only study providing a critical analysis of pedagogic reforms in the school education system in J&K.

The study has significant implications in terms of helping immediate functionaries such as headmasters, teacher trainers and administrators and policy planners in understanding the dilemmas faced by teachers in enacting pedagogic reforms. It also adds to the field of policy implementation in terms of understanding the tensions of policy implementation at peripheries.

The study is the first of its kind conducted in J&K and amongst very few around the world elucidating tension around the implementation of pedagogic reforms in underserved areas. This is the only study providing a critical analysis of the school education system in J&K.

In this performance autoethnography, through a layered text with a blurred aesthetic format, which mixes life stories and academic scholarship, the author offers visceral knowledge of his encounters with Professor Denzin the person, as well as his scholarly work. How the author leaned from Denzin the possibilities to try to advance decolonizing discourses that may lead to more inclusive notions of social justice questioning the uncontrolled desire to categorize and control the Other. It is a personal narrative full of hope and love, where the author tries to demonstrate, from his arrival at the University of Illinois in August of 1999 to the present day, his deepest gratitude to his advisor, his muse. The blessing of having Denzin in his life.

This article focuses on the following questions: 1) How do secondary social studies teachers working in schools of color experience pedagogical negotiations when trying to teach students thoughtful, critically informed citizenship and government and school accountability mandates? and 2) How does teaching with lessons grounded in the principles of authentic intellectual work (AIW) affect this negotiation experience? We employed a phenomenological framework as the methodological basis for eliciting two classroom teachers’ experiences, both of whom have advanced degrees in social studies education and several years of teaching experience in schools of color and of poverty. The findings show that prior to the incorporation of lessons based on the principles of authentic intellectual work, these teachers’ negotiation experiences had strong negatively affective dimensions based on a zero-sum pedagogical conceptualization of curriculum. Following the introduction of lessons based on AIW, these negatively affective dimensions began to recede from their experiences and were replaced by more positive ones. Given that classroom teachers are the ultimate arbiters of curriculum in their classrooms, this research has implications for improving the experiences of secondary social studies teachers working in schools of color.

Effective discussion is inextricably linked to democracy. Social studies curriculum and instruction should engage students in practicing democratic skills and habits of mind. This case study provides a microanalysis of one U.S. History teacher’s commitment to fostering discussion in her classroom as a theorized pedagogical practice. A better understanding of what motivates teachers to engage students in classroom discussions paralleled with rich descriptions of how this teacher plans and implements discussion could encourage others to try this approach to teaching and learning.

Purpose – Prior research suggests that high school experiences shape young adult political behaviors, particularly among immigrant youth. The U.S. social studies classroom, focused on democratic citizenship education, proves an interesting socializing institution.Methods – Through qualitative inquiry, we interviewed Latino immigrant young adults and their former teachers regarding their high school social studies experiences and evolving political and civic engagement.Findings – Armed with experience bridging the worlds of the school and home, immigrant students respond and relate to the content and pedagogy of the social studies classroom in such a way that they (1) participate in civic discourse and (2) nurture a disposition toward leadership through teachers’ civic expectations of them and instructional emphasis on critical thinking skills.Social implications – The ability to engage in civic discourse and a disposition toward leadership are both necessary to foster America's democratic ideals, and to take on leadership roles during adulthood. With focused effort on the unique perspective of immigrant youth, high school social studies teachers can nurture in these students the ability to become leaders in young adulthood, broadening the potential leadership pool.Originality – This study highlights how the social studies curriculum may be particularly salient to Latino immigrant youth as they transition from adolescence to young adulthood and develop their political and civic identities.