This paper investigates the ways in which the use of performative inquiry can shift notions of knowledge as situated to knowledge as experiential, embodied and an in situ encounter in the domain of performance studies. Specifically, this paper will focus on
understandings of knowledge(s) around the articulation and construction of identity with
particular reference to the production Shiftings (2007). Shiftings was conceptualised as an extension of an undergraduate theoretical module that explores the ways in which contemporary theatre practices can position the performer as
site/sight upon which hegemonic constructions of identity are played out, subverted or questioned. The production and working processes in preparing the production were prompted by students’ perceived lack of identification with, and understanding of, the learning content.