In this article, the authors present the process and experience of sharing research findings in the format of a participatory community performance. This community performance, presented in the format of a performative text, was drawn from a qualitative interview study that examined the experiences of parents, students, teachers, psychologists and teacher educators in special education meetings in the USA. The authors highlight the ways in which performative texts, and community performances in general, function as tools to explore issues of power in education and also to invite broader audiences to engage with research findings.
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