ABSTRACT
This chapter explores how a performative approach in arts education might challenge theories and understandings of research, practice and teaching in the 21st century. Learning as a performative process becomes a relational phenomenon, where the interplay of actors generates the knowledge to learn. This view of learning opposes a traditional view of learning as acquiring static knowledge. It also indicates a move from thinking representation to thinking non-representation, or thinking representation as performative. Performative researchers share their own intimate stories. They step out of their comfort zone, and risk something by telling about their vulnerability, like Olaussen the storyteller does, or Hovde in an intercultural encounter. This is also the case with Baron Cohen’s political engagement and resistance, most clearly described regarding his engagement in seeking justice in the Amazon. The notion of ‘the middle ground’ gives a direction to artful teaching, both with the possibilities to express desires and to take the Other into consideration in decision-making.
