5422519_Jacqueline Port final updated thesis submission.pdf (1.71 MB)
Towards a Liberated Classroom: Teacher perceptions on Drama as a Tool of Social Justice
thesis
posted on 2017-09-21, 01:34 authored by JACQUELINE SIMONE PORTTeacher perspectives on Drama as a tool of social justice, suggest that Drama can be understood as a critical pedagogy based on the philosophies of radical humanist, Paulo Freire. Freire’s pedagogy of liberation aligns with the idea that Drama is a force for transformation, based on findings that Drama empowers student voice and is community-building. Participant perceptions of Drama learning as inquiry-based and collaborative, invoke Freire’s philosophy of critical literacy. This includes the view that Drama raises awareness of self and others, which echoes Freire’s philosophy of critical consciousness. These ideas emphasise Drama’s potential to advance social justice criteria in education.
History
Campus location
AustraliaPrincipal supervisor
Rachel ReginaAdditional supervisor 1
John PardyYear of Award
2017Department, School or Centre
EducationCourse
Master of EducationDegree Type
MASTERSFaculty
Faculty of EducationUsage metrics
Keywords
Critical pedagogiescreative pedagogiescritical mulitiliteraciesDrama as a tool of social justiceEducative Dramacritical dramatic multiliteraciesDrama educationdemocratic classroomliberated learningtheatre in educationclassroom communitysocial justiceteaching artsinquiry based learningindependent learningEducationDrama, Theatre and Performance Studies
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