Performative praxis as pedagogy is a tool to examine the relationship between doing and knowing. Pedagogy implies a site of ongoing rehearsal where gestures are practiced, not toward mastery, but attunement with the unknown, and performative praxis implies a way of sensing, thinking and knowing in real time. Failure, deviation and improvisation in this framework are not errors but generative forces giving rise to uncertainty, which is not a problem to be solved but a resource to be cultivated. Pedagogy, thus, is not an instruction but an invitation, and learning is not delivered, it emerges. Performative praxis as pedagogy proposes to cultivate forms of learning that are collaborative, situated, and responsive to change.