這篇經典論文，是西方批判性展演式教育學之母 Elyse Lamm Pineau 的作品。其內容，率先在美國的教育文獻中，彙整與建立展演教育學的理論基礎。首次於 2002 年，收錄於論文集《表演研究的教學》（Teaching performance studies）。2012 年，受邀翻譯成葡萄牙文，並刊登於國際學術期刊《展演與教育》（Performance and Education:（De）territorializing Pedagogies）。此篇華語譯文，宗旨在促進臺灣與美國之劇場教育的跨文化與跨領域學術交流。本篇論文提供類型學 （typology），呈現表演理論與實務（praxis），如何聯結到教育批判與學校改革。它統整跨領域學門，包括戲劇研究（theatre studies）、表演研究（performance studies）、與批判教育學。它為具有反思意識與以展演為本（performance-based）的教育工作者，提供啟發性的指導方針，以開啟研究議題、發展方法、提升教室實務。它分類出三個與身體相關的概念——意識型態的身體、民族誌的身體、展演的身體——來記載展演如何形塑教育實踐。貫穿與架構全文的兩個議題是：一、爬梳以「學校教育化身體 （schooling the body）」當成概念切入點的代表學術文獻。二、聚焦當前的研究潮流——Pineau 命名為「批判性展演式教育學 （Critical Performative Pedagogy）」。

This classic essay was authored by Elyse Lamm Pineau, the mother of Western critical performance pedagogy. The essay, which was first published in 2002 in the edited collection: Teaching performance studies, offered the first theoretical foundation and instructive bibliography for performative pedagogy in American educational scholarship. In 2012, it was proposed that the essay be translated into Portuguese for publication in Performance and Education: (De)territorializing Pedagogies. Now, it is intention that the Mandarin Chinese version will promote a cross-cultural and multi-disciplinary exchange between Taiwanese and American academics in theater education. This essay offers a typology for how performance praxis can be linked to educational critique and school reform. It maps the interdisciplinary terrain between theater/performance studies and critical pedagogy. It provides critical minded and/or performance-based educators with heuristic guidelines for generating research questions, developing methodologies and enhancing classroom practice. It categorizes the body according to three concepts–“The Ideological Body”, “The Ethnographic Body”, and “The Performing Body”–to document how performance shapes pedagogical praxis. The essay is structured around two agendas: to identify representative scholarship in education that takes “schooling the body” as its conceptual point of entry, and to bring into focus an emergent research trend that Pineau coins “Critical Performative Pedagogy”.