Phipps, A. and Sitholé, T. (2022) Interrupting the cognitive empire: keynote drama as cultural justice. Language and Intercultural Communication, 22(3), pp. 391-411. (doi: 10.1080/14708477.2022.2039170)
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Abstract
The authors of this paper present a performative, practice-led interpretation of interrupting keynotes. They analyse keynotes in which a performance poet interrupts the white, female, professorial, northern scholar, with his own poetry as a poet of the global south. Using Benjamin’s essay on Brecht’s Epic theatre and interruption as a critical device, the authors will consider how oral scholarship might offer ways of disturbing the epistemological dominance of scholarly forms such as the keynote. By creating, through interruptions, a performative poetics as a practice-led decolonial scholarship, the authors explore the keynote as form, within an intercultural, artistic, hospicing and conflict transformational frame. Vanyori vegwaro rino vanotipakurira mafungiro anotangira mukubata basa reanonzi ma keynotes. Vanopenengura ma keynotes avakaita, patinoona nyanduri achishandisa mutauro semafundiro aakaita kukurira mumatare nevakuru munyika yevatema. Apa achiita sokuganhura mumwe wake anotaridzika ari professor, ari wenyika dzevachena. Kutsigira benenguro iri, vanoshandisa zvinyorwa zva Benjamin uyo ainyora nezva Brecht. Mubasa iri vanyori vanozama kurapanura kutekeshera kwemafungiro akauya nevapambepfumi, vaine kariro yekuti marudzi ave nekunzwana kwakawedzera.
Item Type: | Articles |
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Additional Information: | This work was supported by Arts and Humanities Research Council [grant number AH/L006936/1]; Economic and Social Research Council [grant number ES/S007415/1]. |
Status: | Published |
Refereed: | Yes |
Glasgow Author(s) Enlighten ID: | Phipps, Professor Alison and Sithole, Mr Tawona |
Authors: | Phipps, A., and Sitholé, T. |
College/School: | College of Social Sciences > School of Education College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy |
Journal Name: | Language and Intercultural Communication |
Publisher: | Taylor & Francis |
ISSN: | 1470-8477 |
ISSN (Online): | 1747-759X |
Published Online: | 18 March 2022 |
Copyright Holders: | Copyright © 2022 The Authors |
First Published: | First published in Language and Intercultural Communication 22(3): 391-411 |
Publisher Policy: | Reproduced under a Creative Commons licence |
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