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2008 - NCA 94th Annual Convention Words: 222 words || 
1. Cloud, Nicole. "Performing the Embodiment of Other: Illuminating the Self: The Role of Performing Other in the Performance Classroom" Paper presented at the annual meeting of the NCA 94th Annual Convention, TBA, San Diego, CA, <Not Available>. 2018-05-21 <>
Publication Type: Invited Paper
Abstract: A text is a site of struggle; over meaning, and over power. Performance is that very battle embodied. In the global arena of the construction, (re)production, negotiation, contestation, and co-constitution of meaning, I articulate a call for opening up as contested space the confines of the classroom through critical performance, inviting the voices of bodies from the periphery into the very centers of our institutions of knowledge assembly. Through an autoethnographic reflexive essay recounting my experience instructing an introductory-level communication course alongside my enrollment in a graduate-level performance course, I contend that in inscribing an Other onto the self through critical performance in the classroom we open up the discourse(s) of power and privilege (and thus marginality) for potential scrutiny, critique, dismantling, and emancipatory change. I argue that when students are given the lens through which to recognize and articulate their own position of privilege, and are then asked to reconcile it with the voices of those often muted, they enflesh an agency often inaccessible to them from inside the apparatus of higher education. Critical performance pedagogy exposes a path toward empowerment from within the walls of the very institutions instrumental in reifying the hegemony that organizes our lived condition. To take this path is to deconstruct the boundaries of our felt experience, and renders visible terrain we have yet to traverse.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 729 words || 
2. Mandefro, Getenet. "Problematizing Data, Evidence and Performativity | Performance Data and Schooling Practices | The case of Speed School in Ethiopia" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, Mar 05, 2017 <Not Available>. 2018-05-21 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Problematizing Data, Evidence and Performativity:
Performance Data and Schooling Practices
The case of Speed School in Ethiopia

This writing aims to provide the reader with a comprehensive background for understanding data, evidence and performativity in education practices in Ethiopia’s speed school, which is an innovative model based on accelerated learning techniques which enables out-of-school children aged 9 to14 to acquire literacy and numeracy in ten months, after which they join formal primary schools in their community. The objective of this initiative is to ensure that, once enrolled, children complete a full cycle of primary school level of education, continuing on to secondary school and, where possible, to tertiary level. Desk review and focus group discussion with key informants were applied in this study.
I examined the literature on experimental case studies conducted in the domain during the past five years (2011-2016) in speed school. I discuss on the emerged added value of performance data and schooling practices research and highlight the significance of further implications.
The information overload, originating from the growing quantity of “Big Data” during the past decade, requires the introduction and integration of new processing approaches into everyday objects and activities (“ubiquitous and pervasive computing”) (Cook & Das, 2012; Kwon & Sim, 2013).
In commercial fields, business and organizations are deploying sophisticated analytic techniques to evaluate rich data sources, identify patterns within the data and exploit these patterns in decision making (Chaudhuri, Dayal & Narasayya, 2011). These techniques combine strategic planning procedures with informational technology instruments, summarized under the term “Business Intelligence” (Eckerson, 2006; Jourdan, Rainer & Marshall, 2008). They constitute a well-established process that allows for synthesizing “vast amount of data into powerful decision making capabilities” (Baker, 2007, p. 2).
Recently the educational community started exploring the potential adoption of analogous techniques for gaining insight into improving education with schooling performance data in speed schools’ activities. Drawing upon interviews with facilitators and community mobilizers, literature and theorizing on educational performativity and data, this note reveals how performative, data-driven practices play out at the level of the speed school. This process characterized by contradictory and contested logics of deifying, delivering and denying data.
Defying Data: the data driven education performance measurement constituted a system to monitor improvements in student learning as well as the ‘success’ (or otherwise) of facilitator pedagogy. These enabled comparisons of performance between classes within and across year levels, with facilitators and Training Officers being asked to explain the nature of performance of their classes. The implementation of such a school-based form of accountability reflected with a logic of responsiveness to performance education.
Delivering Data: delivery of data, evidence and educational performativity has associated benefits to teaching practice and speed school success in alternative basic education. Reflecting simple logics surrounding the data, many facilitators acknowledged that the delivery of the data is their greatest triumph and convinced that the process is very helpful to make sense students’ and facilitators’ performance.
Denying Data: the presence of data, evidence and performativity measures in speed school practices driving logics that suggests the process was less assessment for learning and more assessment of learning, and perceived as largely less relevant for facilitator learning or pedagogy – a waste of facilitators’ valuable time. This remains to be a challenge and lanes itself in the dark side of the road. But, continuous effort is being exerted to maximize awareness about performance data. Hence growing number of facilitators are being attracted to value data and what it has for them to learn and excel in their work.
In a nut shell, data driven education performance measurement has straight logics within the field of speed school practices, to establish evidence of facilitators’ representations of student performance with advanced and more substantive teaching practice. This system vitalizes facilitators to be rewarded for their performance over time, it is not meant to be a deceptive performance of facilitators to matter more than their students’ actual learning. There is evidence of success to performance education, including, vitally, an explicit focus upon whether and how students were learning, and whether the performance data is actually represented to enhance the learning practices (GGI,2014/15). The Speed School Program in Ethiopia has brought brand new schooling practice and ‘Performance Education’ via extensive data management system. Its approaches are piercing the Alternative Basic Education System in Ethiopia with education performance tracking and has a promising future to serve as a component in the country’s education endeavor.

2005 - American Sociological Association Pages: 20 pages || Words: 9933 words || 
3. Shapiro, Eve. "“We’re All Genderqueer Performers”: Drag Performance and (Trans)Gender Identity" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 Online <PDF>. 2018-05-21 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: In this paper I draw on 27 in-depth interviews and extensive participant observation of a Santa Barbara based drag troupe, the Disposable Boy Toys (DBT), in an effort to examine drag identities and performances in a concrete, situated, and local setting. I explore the dialectical relationship between drag performances within this community and the personal embodied identities of performers. Based on this research I argue that the performance of counter hegemonic and subversive identities and discourses in DBT’s drag, already a complex and layered erotics of gender and sexuality, offers a politicized challenge to notions of gender and sexuality for the participants themselves. More specifically, examining DBT as a social movement community engaged in intentional gender performance raises critical questions about the dynamic relationship between personal identity, collective identity, and oppositional consciousness. Drawing on and elaborating social movements and queer theory, I conclude that DBT provides four mechanisms for personal identity shifts: (1) imaginative possibility; (2) resources (3) opportunities for enactment; and (4) role support for gender fluidity and transgender identities.

2009 - The Law and Society Association Words: 252 words || 
4. Arbel, Yonatan. "The Specifics of Performance: An Empirical Study of Specific Performance Decrees" Paper presented at the annual meeting of the The Law and Society Association, Grand Hyatt, Denver, Colorado, May 25, 2009 <Not Available>. 2018-05-21 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Contracts are breached every day, oftentimes leaving bitter feelings between the parties. The law aims to rectify the wrong of the breach by offering a few remedies. One of those remedies, and the focus of attention of this paper, is the remedy of specific performance. Under many systems of law specific performance is the default remedy for breach.
Much ink has been spilt in the theoretical analysis of this remedy. Some try to justify it in deontological terms while others push for and against it from the perspective of economic efficiency. However important those views are, they lack – and usually admit so – empirical data.
Through the paradigm of law in action this research aims to take a fresh look into the ways contracts are preformed after litigation. The research is built on a two-tiered analysis: first, a comprehensive content analysis of court cases reveals the characteristics of judgments awarding specific performance. Second, a set of interviews with parties after litigation explores the obstacles and hurdles parties face in achieving performance of the court order.
Some of the economic analyses suggest that the parties will bargain around the court order rather than perform it. The interviews provide data on the frequency of such bargains and when those fail, on the frequency and quality of the performance of the court orders. The latter question offers a look into the under-explored scenarios where failure to negotiate results in (coerced) cooperation. The research aims at evaluating the problematic nature of semi non-consensual co-operations.

2010 - Southern Political Science Association Pages: 1 pages || Words: 238 words || 
5. Vaughan, Shannon. "Funding Performance: How Local Governments use Performance Assessment in Decisions to Fund Nonprofits" Paper presented at the annual meeting of the Southern Political Science Association, Crowne Plaza Hotel Ravinia, Atlanta, Georgia, Jan 06, 2010 Online <APPLICATION/PDF>. 2018-05-21 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Local governments have long partnered with nonprofit organizations in the provision of public services. Given the recent economic downturn, local governments are facing budget shortfalls at the same time their nonprofit partners seek additional government support. As a result, performance assessment is becoming of increasing interest to local government administrators as they try to determine which nonprofit organizations should receive funds from a diminishing pool of resources. Using results of a survey of Alliance for Innovation member cities and counties, this research identifies factors local government administrators deem most important for nonprofit success as well as determines the barriers administrators' perceive to requiring formal evaluation of nonprofit organizations.

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