Research Article
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Promoting the Acceptance of the ‘other’ through Drama in Education

Year 2019, Volume: 14 Issue: 2, 309 - 320, 01.06.2019

Abstract

The present study concerns the exploration of the effect of the techniques of drama in education on the acceptance of the “other”. A review of the relevant literature and a comparison of studies on a worldwide level provide the required theoretical andresearch background for the foundation of the specific educational theatre programwhich concerned the use of drama in education techniques in the frame of interculturaleducation. Specifically, during the implementation of the educational theatre program,drama in education techniques were used with a view to promoting the mutual acceptance and collaboration of students coming from different cultural environments. The results of this study were positive in that the role-playing and teamwork techniques of drama in education contributed to the creation of a suitable environment to achieveacceptance of the “other” as well as the interaction, communication, collaborationand mutual acceptance between the students who participated in the educational theatre program.

References

  • Bennett, J.M & Bennett, M.J. (2001). Developing intercultural sensitivity; an integrative approach to global and domestic diversity. Retrieved January 28, 2019, from http:// doku.cac.at/dmis_bennett_2001.pdf
  • Bennett, M.J. (2004). Becoming interculturally competent. In J.S. Wurzel (Ed.), Toward Multiculturalism: A Reader in Multicultural Education, 62-77. Newton, MA: Intercultural Resource Corporation.
  • Blight, R. (2003). More than words – A passionate vision: Building cultural and communication competence through drama/theatre. Applied Theatre Researcher/IDEA Journal, 4, Article 10.
  • Bolton, G. (1984). Drama as education. London: Longman.
  • Chen, G.M. & Starosta, W.J. (2008). Intercultural communication competence. A Synthesis. In M.K. Asante, Y. Miike, & J. Yin (Eds.), The Global Intercultural Communication Reader, 215-217. New York: Routledge.
  • Conrad, D. (2004). Exploring risky youth experiences: Popular theatre as a participatory, performative research method. International Journal of Qualitative Methods, 3 (1), Retrieved January 26, 2019, from http:// journals.sagepub.com/doi/10.1177/
  • DeBlase, G. (2005). Teaching literature and language through guided discovery and informal classroom drama. The English Journal, 95(1), 29-32.
  • Devlin, M. (2013). To play or not to play: Using drama as effective pedagogical tool to teach literature. Senior Honors Theses. Paper 367. Eastern Michigan University, Honors College. Retrieved from http://commons.emich.edu/honors/367/
  • Donelan, K.J. (2005). The gods project: Drama as intercultural education: An ethnographic study of an intercultural performance project in secondary school. PhD Thesis, Griffith University, Retrieved on January 27, 2019, from http://web.education.unimelb.edu.au/curriculumpoliciesproject/1975-2005/
  • Fleming, M. (2001). Teaching drama in primary and secondary schools. An Integrated Approach. London: David Fulton.
  • Heathcote, D. (1985). Collected writings on education and drama. London: Hutchinson.
  • Heathcote, D. & Bolton, G. (1995). Drama for learning: Dorothy Heathcote’s Mantle of the Expert Approach to education. Portsmouth: Heinemann Press.
  • Magos, K. (2012). The princess is a racist. Combating stereotypes through teaching folktales. An actionresearch project with young children. In N. Palaiologou and G. Detz (Eds), Mapping the Broad Field of Multicultural and Intercultural Education Worldwide (pp. 195-208). Cambridge: Cambridge Scholars Publishing.
  • O’Neil, C. (1995). Drama worlds: A Framework for process drama. Portsmouth: Heinemann.
  • O’Toole, J. & Burton, B. (2002). Cycles of harmony: Action Research into the effects of drama on conflict management in schools. Applied Theatre Researcher, 3, 1-6. Retrieved April 22, 2019, from https://research-repository .griffith. edu.au /handle/10072/6616/
  • Weng, C., O’Toole, J. & Sinclair, C. (2013). Invigorating literature teaching in Taiwan through drama. The Asian Conference on Education, Official Conference Proceedings Osaka, Japan. Retrieved on January 29, 2019, from http://www.iafor.org
Year 2019, Volume: 14 Issue: 2, 309 - 320, 01.06.2019

Abstract

References

  • Bennett, J.M & Bennett, M.J. (2001). Developing intercultural sensitivity; an integrative approach to global and domestic diversity. Retrieved January 28, 2019, from http:// doku.cac.at/dmis_bennett_2001.pdf
  • Bennett, M.J. (2004). Becoming interculturally competent. In J.S. Wurzel (Ed.), Toward Multiculturalism: A Reader in Multicultural Education, 62-77. Newton, MA: Intercultural Resource Corporation.
  • Blight, R. (2003). More than words – A passionate vision: Building cultural and communication competence through drama/theatre. Applied Theatre Researcher/IDEA Journal, 4, Article 10.
  • Bolton, G. (1984). Drama as education. London: Longman.
  • Chen, G.M. & Starosta, W.J. (2008). Intercultural communication competence. A Synthesis. In M.K. Asante, Y. Miike, & J. Yin (Eds.), The Global Intercultural Communication Reader, 215-217. New York: Routledge.
  • Conrad, D. (2004). Exploring risky youth experiences: Popular theatre as a participatory, performative research method. International Journal of Qualitative Methods, 3 (1), Retrieved January 26, 2019, from http:// journals.sagepub.com/doi/10.1177/
  • DeBlase, G. (2005). Teaching literature and language through guided discovery and informal classroom drama. The English Journal, 95(1), 29-32.
  • Devlin, M. (2013). To play or not to play: Using drama as effective pedagogical tool to teach literature. Senior Honors Theses. Paper 367. Eastern Michigan University, Honors College. Retrieved from http://commons.emich.edu/honors/367/
  • Donelan, K.J. (2005). The gods project: Drama as intercultural education: An ethnographic study of an intercultural performance project in secondary school. PhD Thesis, Griffith University, Retrieved on January 27, 2019, from http://web.education.unimelb.edu.au/curriculumpoliciesproject/1975-2005/
  • Fleming, M. (2001). Teaching drama in primary and secondary schools. An Integrated Approach. London: David Fulton.
  • Heathcote, D. (1985). Collected writings on education and drama. London: Hutchinson.
  • Heathcote, D. & Bolton, G. (1995). Drama for learning: Dorothy Heathcote’s Mantle of the Expert Approach to education. Portsmouth: Heinemann Press.
  • Magos, K. (2012). The princess is a racist. Combating stereotypes through teaching folktales. An actionresearch project with young children. In N. Palaiologou and G. Detz (Eds), Mapping the Broad Field of Multicultural and Intercultural Education Worldwide (pp. 195-208). Cambridge: Cambridge Scholars Publishing.
  • O’Neil, C. (1995). Drama worlds: A Framework for process drama. Portsmouth: Heinemann.
  • O’Toole, J. & Burton, B. (2002). Cycles of harmony: Action Research into the effects of drama on conflict management in schools. Applied Theatre Researcher, 3, 1-6. Retrieved April 22, 2019, from https://research-repository .griffith. edu.au /handle/10072/6616/
  • Weng, C., O’Toole, J. & Sinclair, C. (2013). Invigorating literature teaching in Taiwan through drama. The Asian Conference on Education, Official Conference Proceedings Osaka, Japan. Retrieved on January 29, 2019, from http://www.iafor.org
There are 16 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Article
Authors

Theodora Papaioannou This is me

Alkistis Kondoyianni This is me

Publication Date June 1, 2019
Published in Issue Year 2019 Volume: 14 Issue: 2

Cite

APA Papaioannou, T., & Kondoyianni, A. (2019). Promoting the Acceptance of the ‘other’ through Drama in Education. Yaratıcı Drama Dergisi, 14(2), 309-320.