Volume 21 Number 24 August 28, 2020

Fracturing and Re-Membering: Exploring Educational Crisis through Performative Mapping

Shannon K. McManimon
The State University of New York, New Paltz, USA

Citation: McManimon, S. K. (2020). Fracturing and re-membering: Exploring educational crisis through performative mapping. International Journal of Education & the Arts, 21(24). Retrieved from http://doi.org/10.26209/ijea21n24.


“Fracturing and Re-Membering” is a performative mapping combining critical autoethnography and verbatim theatre that re-presents the entanglement of the fragmented and fractured work of teaching, professional development, and research. It draws on data from professional development sessions of a critical literacy and creative drama program that partners U.S. elementary school classrooms with Teaching Artists from a nonprofit theatre company. While the performative mapping can stand alone, I first explain professional development experiences I facilitated for these Teaching Artists on Kumashiro’s (2009) conception of crisis in relation to learning; I then outline the research process that led to the performative mapping. Following the performative mapping, I reflect on how using creative drama as pedagogy in professional development and as research facilitated re-membering ourselves both individually and collectively as we worked through crises forcing us to confront troubling knowledge. The performative mapping invites audiences/participants to do so as well.

Visual Abstract

This article is available in PDF format.


The International Journal of Education & the Arts currently serves as an open access platform for scholarly dialogue. Our commitment is to the highest forms of scholarship invested in the significances of the arts in education and the education within the arts. Read more about our mission…


IJEA holds strong commitment to research in interdisciplinary arts education. Our editors are respected scholars from different arts fields working together to achieve our high standard. Read more about editors…