Incitement in the University Classroom: Enacting Trauma for Intercultural Discourse

Year 2017, Volume: 5 Issue: 3, 727 - 743, 30.09.2017

Sandra May Adams

Abstract

Habits of silence are frequently carried into practical and oral classes, where professionals struggle to stimulate active mental and verbal participation. Intercultural, dramatised contemporary traumas can provide an incitement catalyst through vicarious experience, which promotes all spoken English skills as well as confidence, performative ability and inter-cultural understanding. Furthering this purpose, the author’s theory of incitement, and a set of questions with which to address trauma in fictions enables a strong theoretical framework which reinforces the critical lens through practical application. This study will demonstrate unique methodologies for the use of drama in university classes including translation, interpretation, discourse analysis, critical literary study as well as literature, drama, presentation and performance. The methodologies are applied to extracts from two plays written by the author for the specific purpose outlined. Cop Out from ‘It Ain’t Shakespeare,’ (PRC: Xiamen University Press, 2012), and Let’s Take a Selfie, include traumas of loss, rejection, PTSD, betrayal, and racism and these dramas humorously explore traumatic issues while offering opportunities for group and class intercultural dialogue and examination. Using the plays as a vehicle for a variety of activities, students learn and develop a multiplicity of skills and knowledge in addition to benefitting from the increased confidence which their improved proficiency provides, whilst experiencing valuable life skills as they co-operate to achieve group and team goals.

Keywords

Drama, incitement, trauma, othering, intercultural, translation, interpretation

Incitement in the University Classroom: Enacting Trauma for Intercultural Discourse

Abstract

Keywords

Drama, incitement, trauma, othering, intercultural, translation, interpretation

References

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