Główna treść artykułu

Abstrakt

The pandemic related restrictions for schooling became a momentum for redefining teachers’ competences to engage students in designing learning situations as equals. In the COVID-19 context the educators trained in drama identified it as a key professional resource for sharing power and inclusion of students’ diversity. The aim of the study is to explore how teachers understand ‘no penalty zone’ in their critical incident protocols and what training support they need for professional development. The construct of ‘no penalty zone’ is taken from the theory and practice of drama by Dorothy Heathcote. The rationale for combining reflective teachers’ practices with drama comes from the theory of liberating pedagogy of Paulo Freire. Previous research on drama as a democratising tool for co-designed learning is presented. The study analyses the teacher’s concepts in juxtaposition to the incidents they chose as vicarious experiences. The results reveal personal meanings of mutual empowerment that teachers see in learning through ‘no penalty zone’, unique paths they have taken from totally transmissive and often high-pressured classrooms to power sharing leading to inclusivity
and creativity in their classrooms. They also show the further need for drama framing skill-oriented teacher training.

Słowa kluczowe

drama, inclusion, co-designed learning, critical incidents drama, inclusion, co-designed learning, critical incidents

Szczegóły artykułu

Jak cytować
Colverd, S., & Jagiełło-Rusiłowski, A. (2022). Teachers’ concepts of a ‘no penalty zone’. Drama-based learning for inclusive and co-designed classrooms. Dyskursy Młodych Andragogów, (22), 247–266. https://doi.org/10.34768/dma.vi22.610

Bibliografia

  1. Altricher P., Posch P. & Somekh B. (1993), Teachers investigate their work. An introduction to the methods of action research, Routledge, London.
  2. Barnes D. (1976), From communication to curriculum, Penguin, Harmondsworth.
  3. Bates R.A. (1996), Popular theatre: a useful process for adult educators, “Adult Education Quarterly”, Vol. 46 (4), pp. 224-236.
  4. Boal A. (1979), Theatre of the Oppressed, Pluto Press, London.
  5. Boal A. (1993), Games for actor’s and non-actors, Routledge, London.
  6. Bolton G. (1999), Acting in classroom drama: A critical analysis, Calendar Islands Publishers, Portland.
  7. Bond E. (1991), The culture of a child, “Theatre and Education Journal”, Vol. 4, pp. 4-12.
  8. Bowell P. & Heap B.S. (2005), Drama on the run: A prelude to mapping the practice of process drama, “Journal of Aesthetic Education”, Vol. 39(4), pp. 58-69.
  9. Brookfield D.S. (2005), The power of Critical Theory: liberating adult learning and teaching, Jossey-Bass, San Francisco, p. 15, 129, 143, 146, 364.
  10. Brookfield D.S. (2006), Authenticity and power, “New directions for adult and continuing education series”, Vol. 111, pp. 5-16.
  11. Burgess R. (1990), In the field: An introduction to field research, 4th ed., Routledge, New York.
  12. Butin D.W. (2001), If this is resistance I would hate to see domination, “Educational Studies”, Vol. 32(2), pp. 157-176.
  13. Caffarella R. & O’Donnell J.M. (1988), Research in self-directed learning: Past, present and future trends, in: Self-directed learning: Application & theory, H.B. Long & Associates (eds), Athens, Georgia, pp. 39-61.
  14. Carroll J. (1986), Framing drama: some classroom strategies,“N.A.D.I.E Journal”, Vol. 10(2), pp. 5-7.
  15. Carroll J. & Cameron D. (2005), Playing the game, Role distance and digital performance, “Applied Theatre Researcher”, Vol. 6(11), pp. 1-11.
  16. DICE Consortium (2010), Making a world of difference – a DICE resource for practitioners http://www.dramanetwork.eu/file/Education%20Resource%20long.pdf, p. 17, 12.02.2021.
  17. Colverd S.Y. & Hodgkin B. (2011), Developing emotional intelligence in the primary school, Routledge, London.
  18. Davis S. & Dolan K. (2016),Contagious learning: drama, experience and perezhivanie, “Inter natio nal Research in Early Childhood Education”, Vol. 17(1), pp. 50-67.
  19. Freire P. (1970), Pedagogy of the Oppressed, Herder and Herder, New York.
  20. Freire P. (1998a), Pedagogy of Freedom, Rowman and Littlefield, Oxford.
  21. Freire P. (1998b), Pedagogy of Freedom: ethics, democracy, and civic courage, Rowman & Littlefield Publishers, Lanham.
  22. Freire P. & Shor I. (1987), A pedagogy for liberation: Dialogues on transforming education, Bergin & Garvey, SouthHadley, p. 107.
  23. Garrison D.R. (1997), Self-directed learning: Toward a comprehensive model, “Adult Education Quarterly”, Vol. 48(1), pp. 18-33.
  24. Geddes H. (2006), Attachment in the classroom, 3rd ed., Worth Publishing, London.
  25. Goffman E. (1974), Frame analysis: An essay on the organization of experience, Harper Torchbooks, NewYork.
  26. Greenwood D. & Levin M. (2007), Introduction to action research: Social research for social change, 2nd ed., Sage, California.
  27. Heathcote D. (1975), Sydney lectures of Dorothy Heathcote, “University of Sydney Theatre Workshop & NSW Educational Drama Association Theatre Notes No. 1”, University of Sydney, Sydney.
  28. Heathcote D. (1980), From the particular to the universal, in: exploring theatre and education, K. Robinson (ed.), Heinemann, London, pp. 7-50.
  29. Heathcote D. (1984), Dorothy Heathcote: collected writings on education and drama(ed. Johnson L. & O’Neil C.), Hutchinson, London, pp. 126-169.
  30. Heathcote D. (1990), Collected writings on education and drama(ed. Johnson L. & O’Neil C.), Stanley Thornes Publishers, Cheltenham.
  31. Heathcote D. & Bolton G. (1995), Drama for learning: Dorothy Heathcote’s mantle of the expert approach to education, Heinemann, Portsmouth.
  32. Heathcote D. & Mills C.A. (1993), Rolling role & the national curriculum, Newcastle Upon Tyne: Audio Visual Centre, University of Newcastle Upon Tyne.
  33. Jagiello-Rusilowski A. (2016), Improvisation in revealing and developing hidden competences, “INTED2016 Proceedings”, IATED Digital Library.
  34. Johnson L. & O’Neill C. (eds.) (1984), Dorothy Heathcote: collected writings on education and drama, Northwestern University Press, Evanston.
  35. Lehtonen A., Kaasinen M.P., Karjalainen-Väkevä M.P. & Toivanen T.M. (2016),Promoting creativity inteaching drama, “Procedia: Social and Behavioral Sciences”, Vol. 217, https://doi.org/10.1016/j.sbspro.2016.02.046, pp. 558-566.
  36. McNiff J. (2006), All You Need to Know about Action Research, London, Sage.
  37. Neelands J. & Goode T. (2001), Structuring dramawork, A handbook of available forms in theatre and drama, 2nd ed., Cambridge University Press, Cambridge.
  38. O’Sullivan C. (2011), Drama in education and self-directed learning, “Journal of Adult and Continuing Education”, Vol. 17(2).
  39. O’Toole J. (1992), The process of drama: negotiating art and meaning, Routledge, London and New York.
  40. Oyler C. & Becker J. (1997), Teaching beyond the progressive. Traditional dichotomy: Sharing authority and sharing vulnerability, “Curriculum Inquiry”, Vol. 27(4), pp. 453-467.
  41. Porter G.L. & Towell D. (2017), Advancing inclusive education: keys to transformational change in public education systems, Inclusive Education Canada (IEC), Toronto.
  42. Rieber R.W. & Hall M.J. (1998), The collected works of L.S. Vygotsky. Volume 5: Child psychology, Plenum Press, New York.
  43. Robson C. (2011), Real world research, 3rd ed. Wiley, West Sussex, pp. 294-295.
  44. Tilema H.H. (2000), Belief change towards self-directed learning in student teachers: immersion in practice or reflection on action, “Teaching and Teacher Education”, Vol. 16, Issues 5-6, pp. 575-591.
  45. Tripp D. (1993), Critical incidents in teaching: Developing professional judgement, Routledge, New York.
  46. Vygotsky L.S. (1930/2004), Imagination and creativity in childhood, “Journal of Russian and East European Psychology”, Vol. 42 (1), pp. 7-97.
  47. Wagner B.J. (1976), Dorothy Heathcote: Drama as a learning medium, National Education Association of the United States, Washington DC.
  48. Warner D. (2002), Leading to empower teachers and students, Paper presented at the National Middle School Conference in Portland, USA.
  49. Werner E.E. & Smith R.S. (2001), Journeys from childhood to midlife: Risk, resilience and recovery, Cornell University Press, Ithaca.