Appropriating Drama Pedagogy: Learning from the Local Practices in Hong Kong

Autor/in	Tam, Po-chi
Titel	Appropriating Drama Pedagogy: Learning from the Local Practices in Hong Kong
Quelle	In: Pedagogy, Culture and Society, 18 (2010) 3, S.309-329 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
Schlagwörter	Foreign Countries; Learning Activities; Language Arts; Teaching Methods; Dramatics; Teacher Role; Power Structure; Lecture Method; Classroom Environment; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Lernaktivität; Sprachkultur; Teaching method; Lehrmethode; Unterrichtsmethode; Dramatik; Lehrerrolle; Klassenklima; Unterrichtsklima; Hongkong
Abstract	This paper aims at describing and explaining how drama pedagogy is appropriated in Chinese language classrooms in Hong Kong. Drawing on the theories of dialogue and appropriation of Mikhail Bakhtin, the research shows that the dialogicality of drama in Hong Kong's classrooms is conditional, and therefore deviant from the conventional as conceptualised and described in the major literature. A spectrum of the appropriation of drama pedagogy in language classrooms in Hong Kong is developed and discussed. At one end of the spectrum, there is still the domination of the teacher's monologic input of official knowledge and skills; at the other end, destabilisation of the centrality of the text and the authoritarian role of the teacher is identified suggesting alteration in the classroom communication routine, and even the opening of the drama world. This spectrum illustrates how the teachers waver between persisting with monologue and embracing dialogue, the result of which is the development of a hybrid approach to appropriate drama pedagogy. (Contains 3 figures, 4 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10