This journal article was really amazing and came close the A-ha! Moment I am trying to investigate. The authors discuss performative inquiry – a research and learning mode that invites students to explore imaginary world. In this imaginary world, there are “space-moments of interstanding and intercultural recognitions.” This is explored through the larger context of critical applied linguistics which recognises the language classroom as the site of struggle with social issues and cultural values. They talk about how the dominant culture in the classroom is the culture of the target language and this can limit the expression and understanding of the learners if not considered in the learning environment.
Other ways the A-ha moment is expressed by these authors include, embodied presence, the third space of presence and exploration, intertextural realm of social responsibility and intercultural learning, concurrent shared participation and reflection, edge of chaos, endless dance of co-emergence and even simply, “the stop.” (Applebaum, 1995, 15, 16). Applebaum suggests students seek entry to this new linguistic space – a betweenness that is a hinge that belongs to neither one nor the other. Approaching the chaos, or restabilising requires new ways of moving within an embodied language of discontinuity, unfamiliarity, the not yet-known.
Two key activities in process drama that enable performative enquiry are the collective sharing and reflection by the participants following the performative exploration and embodied play. This offers students opportunities for intercultural awareness, dialogue and understanding.
“Performative inquiry is a research methodology that explores possible journey-landscapes, charting space-moments of learning realised through performance” (Fels, 1998)
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