Abstract
In this essay, I argue that performance studies practitioners are well positioned to participate in, as well as educate the public about, discourses of science and technology. Arguing that technoscientific conditions create the need for alternative pedagogical practices, I turn to critical performative pedagogy (CPP) as one way to begin moving toward technoscientific literacy. Drawing lessons from a collaborative performance installation in which I embodied a cyborg persona, I highlight connections between CPP and cyborg/posthuman pedagogies, demonstrate some of the dynamics of these approaches, and argue for their value as public pedagogical practices for a technoscientific, posthuman world.
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