Tag: Critical Pedagogy
-
Drama as Pedagogy for English Language Education in Neoliberalist Hong Kong: Reflections from Students’ Learning English Through Drama｜DaTEAsia Vol. 8 GalleryDrama as Pedagogy for English Language Education in Neoliberalist Hong Kong: Reflections from Students’ Learning English Through Drama｜DaTEAsia Vol. 8
Applied Theatre Theory, Journal of Drama and Theatre Education in Asia (DaTEAsia), Drama Education, Applied Theatre Research
Drama as Pedagogy for English Language Education in Neoliberalist Hong Kong: Reflections from Students’ Learning English Through Drama｜DaTEAsia Vol. 8
The authors have observed from related literature and their own front-line English teaching experiences that neoliberalism is posing adverse effects on English language Education (ELE), affecting English teaching and learning at the classroom level in Hong Kong. To address the adverse neoliberalist influence on ELE, this paper examines the relations between drama pedagogy and ELE in Hong Kong. It discusses findings from students’ experiences with learning English through drama as delivered by their teachers who experienced the drama pedagogy for the first time through an in-service teacher development programme organised by Hong Kong Arts School (HKAS, 2016). The discussion is informed by the Freirean notion of critical pedagogy and drama as “relational pedagogy”. At the end of the paper, the authors reflect on the possibilities of a dialogical and humanising approach to ELE for drama practitioners, English teachers and educators in Hong Kong.
Launching into Drama as a Pedagogy of Hope | DaTEAsia Vol. 4
The presentation draws on Paulo Freire’s Pedagogy of hope (1992) and his belief that we need hope in the way “a fish needs water”. In this book Freire charges us with the task to “unveil opportunities for hope, no matter what the obstacles may be”. Living through the first part of the 21st century has included us in many experiences that we may consider challenges to hopefulness. Madonna proposes drama as a pedagogy of hope and suggests our role, today and tomorrow, is to work in drama alongside our students to imagine, to hope, to empathise, and attempt to understand ourselves and others.
-
Learning to Write Critically: Drama as Pedagogy and the Implications for Cultural Criticism｜DaTEAsia Vol. 3 Gallery
Learning to Write Critically: Drama as Pedagogy and the Implications for Cultural Criticism｜DaTEAsia Vol. 3
Journal of Drama and Theatre Education in Asia (DaTEAsia), Applied Theatre Theory, Applied Theatre Research
Learning to Write Critically: Drama as Pedagogy and the Implications for Cultural Criticism｜DaTEAsia Vol. 3
This paper analyzes the role and use of drama in engaging students with the work of cultural criticism, as it is practised in the educational settings of critical writing under the Liberal Studies curriculum within Hong Kong senior secondary schools. Drawing on action research conducted at the site of a local secondary school, we explore the pedagogic potentials of dramatic intervention for the exercise of cultural analysis and critical writing in class, and examine students’ dialogic thinking, engagement and communication among themselves, and with their target readers outside of the classroom. By mediating the process of critical composition we review the multiple dimensions and uses of criticism in the pedagogic space opened for and through writing. At the end of this experimental study on the work of drama in cultural criticism as writing, we discuss the implications such pedagogy may have for critical writing education at schools.
