Literaturnachweis - Detailanzeige
| Autor/in | Alrutz, Megan |
|---|---|
| Titel | Should Kids Be Allowed to Burn the House Down? Interrogating the Role of Ideology and Critical Pedagogy in the Drama Classroom. |
| Quelle | (2003), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Critical Pedagogy; Critical Thinking; Elementary Secondary Education; Ideology; Problem Solving; School Culture; Theater Arts; Theory Practice Relationship |
| Abstract | The question of how to provide children with a set of core values and beliefs, while still allowing them freedom of choice or independence, permeates not only the family structure, but the education system as well. The educator/author of this paper, a teaching artist, justifies drama as promoting critical understanding and enhancing the ability to problem solve, and she strives to develop a classroom culture that encourages students to be open-minded, independent thinkers. The paper addresses how the drama facilitator promotes critical thinking, an explicit drama value, without promoting behavior which might subvert dominant values/ideology held by the school or society at large. With an interest in tying theory to practice, it provides an example of an actual process drama which, in conjunction with promoting critical thinking, also considers behavior/thinking not aligned with dominant school/societal ideology. Using Althusser's writing on ISAs or Ideological State Apparatuses, as well as bell hooks's commentary on critical pedagogy, the paper explores the drama facilitator's negotiation between promoting critical thinking and remaining true to the ideology of the education system, which situates educational drama work. Lists 13 works consulted. (NKA) |
| Anmerkungen | For full text: http://theatre.asu.edu/symposium/Alrutz.doc. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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