Abstract
ABSTRACT This article engages with the emotional flows of an online, ethnographic doctoral research project taking place in three Toronto drama classrooms during Ontario’s longest COVID lockdown. Using conceptualisations of togetherness in drama education, and feminist theories of emotion in virtual and public life, the article reflects on how community in such spaces was sought, lost and reconfigured. ‘Affective reflexivity’ (Chung 2020) is adopted as a methodology through which to attend to the emotional slippages of virtual classrooms. Ritual and hospitality emerge as productive orientations towards recomposing togetherness in the drama classroom in atomised and uncertain times.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callSimilar Papers
More From: Research in Drama Education: The Journal of Applied Theatre and Performance
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
