ERIC Number: EJ1218256
Record Type: Journal
Publication Date: 2019-May
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1529-8094
EISSN: N/A
Musical Theater as Performative Autoethnography: A Critique of LGBTQIA+ Representation in School Curricula
Cayari, Christopher
International Journal of Education & the Arts, v20 n10 May 2019
The complexity of identity and experiences of the researcher are explored through Spry's (2011) performative autoethnography methodology, challenging the social and political norms that effect sexuality and gender-diverse students and the representation of LGBTQIA+ voices in school curricula. The present study uses musical theater repertoire that depicts characters that are part of the LGBTQIA+ community as a catalyst for reflection upon the researcher's lived experiences. This multimedia performance-based research allows the reader-audience to experience the data as a narrative through a text script, recorded live performance videos, and/or mastered audio that includes prose, verse, lyrics, and monologues. Topics addressed include discovering sexuality, coming out, wrestling with faith, accepting identity, performing LGBTQIA+ musical repertoire, and working with students of diverse sexual orientations and gender identities. The researcher found that performative autoethnography was a transformative and educative experience, and autoethnographic methods can be used to help marginalized people find voice and empowerment.
Descriptors: Theater Arts, Music Activities, Autobiographies, Ethnography, Homosexuality, Performance, Music Education, Educational Research, Research Problems, Research Methodology, Participatory Research, Self Concept, Human Body, LGBTQ People, Sexual Identity, Religion, Transformative Learning
International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A