London Metropolitan University Research Institutes

Time to pretend! A performative way in which youth negotiate their identities in their everyday life at schools

Author(s) Rodrigues, A.  
Publisher London: CiCe  
Year 2013  
Editor P. Cunningham (ed.) Identities and Citizenship Education: Controversy, crisis and challenges  
Age group -  
This paper aims to provide some discussion about how young people negotiate their identities in their everyday life at schools. Moreover we’ll discuss it in matters if their relationship with the processes of formal education, can and should also be understood from their varied forms of sociability and performative practices of their daily lives. The main focus is to explore the use of performance, in everyday analysis of the students, particularly in its dimensions of identity making in non-formal or informal contexts as a contribution to think about citizenship education at schools. Drawing from data of an ethnographic study with high school students, we’ll try to highlight and reveal something about these social actors and their actions in everyday life at school in a performative dimension as a way to negotiate their identities in relation to themselves, to youth culture and to school culture. The data suggest that emphasizing youth performances as student’s social activities allow us to understand the complexity of performing identities as a way to explore their everyday life experiences at schools. Further, with these findings we’ll try to establish a dialogue between the theoretical framework and the in-depth study the processes of schooling in a matter of preforming youth as pretended identities. In doing so, we’ll try to provide another perspective to formal and informal experiences of students and their performative acts in the sense that such acts could establish another framework for citizenship education. Keywords: performance, performativity, schooling, citizenship, youth, identity

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