"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…

As digital technologies continue transforming the time and space boundaries that traditionally had been ascribed to different educational settings, the very notion of learning "context" also is being challenged in educational research literature. In this article, we contribute to this debate by offering an empirically grounded discussion…

The "creativity gap" is a distressing discrepancy between the ostensible value educators place on creativity and its absence in schools. How do teachers take on the attributes and skills of a creative practitioner? What struggles do they face in doing so? This case study examines the practices of six early elementary teachers who…

This dissertation explores how children (ages five-twelve) engage with the past through performance. Three case studies treating nineteenth-century western US history yield information about a spectrum of performance activities ranging from living history to community theatre to doll play. Reflecting on Richard Schechner's concept of…