On Critical Performance Race Theory: Principles, Pedagogy, and Loving Community

Abstract

Concerns specific to race have re-surfaced in a way that strategically makes a space useful for realistic discourse in education. By combining performance as culture and critical race theory together, an attempt is made to construct a theoretical framework through which ongoing issues related to multicultural education generally, and race specifically, may be re-visited in search of a dialogical, performative, caring community. This author characterizes major principles of ‘critical performance race theory,’ examines various notions of pedagogy associated with power, culture, and race, and reflects on a sense of fundamental, global humanness. Taken for granted notions about the racial supremacy of one’s own can be disrupted through the progressive development of critically self-reflective dispositions (cautious, courageous, critical, caring, and change).

Keywords:

• critical race theory
• performance
• critical multiculturalism
• feminism

Additional information

Notes on contributors

Jeasik Cho

Jeasik Cho (Ph.D., The Ohio State University, 2000) is an associate professor in the Department of Educational Studies at the University of Wyoming. His research articles appear in Qualitative Inquiry, Qualitative Research, QSE, The Qualitative Report, The Korean Journal of Curriculum Studies, Teacher Education Quarterly, TABOO: The Journal of Culture and Education, Education in a Democracy: A Journal of the NNER, and so on.