In this blog, I begin my exploration of producing a textbook teaching and learning in a digital age, an age which has been characterised as bringing disruption through an ‘information tsunami’ while simultaneously enabling education writers to by-pass large publishers and self-publish. What innovations to the content and form of the textbook will technologies give rise?
The category of arranging & re-arranging refers to the way researchers in the Radical Pantomimes Projects show evidence of inventive scenarios. The scenarios arise from two sources. The first is the ‘arrangers’ original mythological creations. These are particularly evident in the 18th and early 19th century.
The second source of pantomime arrangements is those writers borrow from well-known fairytales, nursery rhymes and local folktales. The popular stories of Cinderella, Red Riding Hood, Jack and the Beanstalk, St George and the Dragon etc. There is considerable evidence that this use of narrative dovetails with research in neuroscience. Researchers show connections with George Lakoff and Conceptual Metaphor Theory.
What’s the arrangement about?
The writer’s inventiveness comes from the way he (invariable he in the 19th century) arranges the fictional narrative source in a synectic form for audiences to solve issues and problems. In a doubly reflexive way, the narrative is paralleled with political and social happenings such as
the abuse of power by VIPs
the marginalisation of the young and dispossessed and
‘the woman problem’ that is, issues around the growing emancipation of women to live independent lives.