Please visit www.uncwstorytelling.org/chapter-summaries-1 to access supplementary material for the book.
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About the Author
Table of ContentsChapter 1. Connecting to the Bodies We Research.- Chapter 2. There’s No Center without the Margins: Revealing Compulsory Performance to Achieve Audience Empathy.- Chapter 3. Creating Accessible, Pedagogical Storytelling Performances as Research: Take 1.- Chapter 4.Can Rigorous Research be Art for the Masses? A Student-Teacher Debrief.- Chapter 5. Hyper-Embodiment and Outsider-Research-Pursuing Empathy and Connection in the Field.- Chapter 6. Creating Accessible, Pedagogical Art as Research: Take 2.- Chapter 7. Can Rigorous Research Be for the Masses Revisited: A Second Student-Teacher Debrief.- Chapter 8: Compromising Methodology for Open Audiences.- Chapter 9. Conclusion: A Call for Hyper-Embodied Research Art Pedagogy for Social Justice.
What People are Saying About This
“Like the best autoethnographic scholarship, Prof. Scott’s moving contribution to disability and performance studies leverages personal experience to clarify and theorize concepts. Her generative refunctioning of “hyper-embodiment” coordinates insights from existential phenomenology, disability studies, and critical cultural studies to afford a model of a methodological orientation toward rigorous empathy. This is the story of an embodied mind taking nothing for granted, building stories of how questions, big questions about social justice and our recognition of one another’s mortality, animate the intersection of research and artistic practice.” (Craig Gingrich-Philbrook, Professor, Southern Illinois University, USA)
“Julie-Ann Scott has written a book that is, to use two of her terms, "risky" and "susceptible." In a provocative and useful blend of explanation of research methods and philosophies and her own person journey through performance ethnography, as artist, director, and teacher, she shows us how to think about, write and speak about, and perform the stories of others, in ways that address artistic and ethical questions of great importance to those interested in this growing field. Written at an intellectual level that will engage scholars and artists, yet in language that is accessible for those community activists who may be building bridges between everyday life and social justice, this book is an important contribution to performance studies, disability studies, and ethnography. I was captivated from the start and was sorry to see it end.” (Bruce Henderson, Professor, Ithaca College, USA)
“Julie-Ann Scott’s Embodied Performance as Applied Research, Art & Pedagogy is a stunner of a book. Through a series of gorgeously crafted and questioning autoethnographic accounts, dialogues, and pedagogical case studies, Scott shows us the power hyper-embodiment to achieve acceptance, to learn with and teach others, and to work for a more just and ethical world. A must read for cultural, performance and disability studies, qualitative research methods, storytellers, social justice workers and educators.” (Professor Stacy Holman Jones, Center for Theatre and Performance, Monash University, Australia)
“For the past several decades, the field of Performance Studies has been calling for embodied performance research. Julie-Ann Scott's Embodied Performance as Applied Research, Art & Pedagogy delivers on a wide variety of levels. Through a careful, thoughtful, and deeply critical exploration of her own perspective of narrative and body in conjunction with the bodies of her sons, students, colleagues, and community, she explores ethnography and storytelling in a compelling manuscript for performance artist/scholars to use in their courses. In an era where recognizing systemic marginalization of the other is a crucial part of understanding cultural performance, Scott's work helps us probe beyond definition into the multi-layered, complexities of embracing vulnerability and performing self.” (Professor Heather Carver, University of Missouri, USA)