Volume 8, Number 2, 2023 The Syllabus is the Thing: Materialities of the Performance Studies Classroom Guest-edited by Karin Shankar and Julia Steinmetz
Image Caption: "Human Knot (Introduction to Performance Studies, Pratt Institute)." Photo: Julia Steinmetz, 2019.
What does a performance studies syllabus instantiate or call into being in the classroom? In this special issue, contributors respond to this question, while simultaneously seeking to reframe the performance studies syllabus. If the syllabus (from its Greek origins, meaning “title,” “slip” or “label”) is a protocol for an experiment, how might we design syllabi to serve radical spaces of knowledge-making and modes of coming-to-know? In turn, how might syllabi create new structures within which to learn, reformulating the dynamics and relationships between teacher, student, and institution?
Table of contents (14 articles)
From Pro Forma to Performative
Awe of What a Body Can Be: Disability Justice, the Syllabus, and Academic Labour
Performativity, Possibility, and Land Acknowledgments in Academia: Community-Engaged Work as Decolonial Praxis in the COVID-19 Context
Un/Commoning Pedagogies: Forging Collectivity Through Difference in the Embodied Classroom and Beyond