ABSTRACT

In the project, we analyze our 2020 NCA performance of our written script, Classroom as Refuge: Performative Possibilities for Safety, Collective Healing, and Resistance in the Classroom and Beyond. The purpose of this performance and script was to make sense of our identities and experiences as students and academics. Our script and performance outlined the relationship between experiential difference and connection. Due to this fact, in this project, we turn to Crenshaw’s conceptualization of intersectionality and Lorde’s conceptualization of difference to analyze how our script and performance. In doing so, we concluded that performance-based methodologies are a key site of collective resistance and empowerment.

摘要

在该项目中，我们分析了 2020 年 NCA 书面剧本《作为避难所的课堂：课堂内外安全、集体治疗和抵抗的表演可能性》的表现。这个表演和剧本的目的是为了理解我们作为学生和学者的身份和经历。我们的剧本和表演概述了体验差异和联系之间的关系。因此，在这个项目中，我们转向克伦肖的交叉性概念和洛德的差异性概念来分析我们的剧本和表演。在此过程中，我们得出的结论是，基于绩效的方法是集体抵抗和赋权的关键场所。