Abstract
ABSTRACT How do performance studies scholars communicate the field to and for students, scholars, and stakeholders? Through an analysis of online data gathered from institutions of higher education in the United States, we investigated how educators narrate performance studies in curricular descriptions. We detail the stated characteristics of performance studies and its object of study; the theories and sources referenced by scholars; and the methodologies, approaches, and techniques educators use and teach (to which ends). These findings and the collective picture they paint provide a guide for current and future scholars and students interested in performance studies praxis.
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