Inner monologues of a newbie CCPer

Reslie Cortés, Ana Isabel Terminel Iberri, Megan Stephenson, Corey Reutlinger, Tyler Rife, Robert Razzante, Katrina Hanna, Lore/tta LeMaster

Research output: Contribution to journalArticlepeer-review


Our identities as critical educators are at odds with the hierarchy performatively enforcing the banking model of education. We understand the classroom as a political site where we labor to envision and perform anti-oppression communication. This pedagogical labor reflexively and necessarily unravels students at the edge of their/our intersectional privileges and disadvantages. In this piece, we use performance to reflexively interrogate and develop our pedagogical practices toward critical liberatory ends. To get there, we (re)stage “intense” student engagements and work collaboratively to co-construct a series of archetypes that converge at the moment of “intense” student interaction.

Original languageEnglish (US)
Pages (from-to)240-247
Number of pages8
JournalText and Performance Quarterly
Issue number4
StatePublished - 2023


  • Critical performative pedagogy
  • Jung
  • archetypes
  • collaboration
  • psychological noise

ASJC Scopus subject areas

  • Communication
  • Visual Arts and Performing Arts
  • Literature and Literary Theory


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