Drama In Education Research Papers (original) (raw)

2025

La consulta d'aquesta tesi queda condicionada a l'acceptació de les següents condicions d'ús: La difusió d'aquesta tesi per mitjà del servei TDX (www.tdx.cat) ha estat autoritzada pels titulars dels drets de propietat intel•lectual únicament per a usos privats emmarcats en activitats d'investigació i docència. No s'autoritza la seva reproducció amb finalitats de lucre ni la seva difusió i posada a disposició des d'un lloc aliè al servei TDX. No s'autoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant al resum de presentació de la tesi com als seus continguts. En la utilització o cita de parts de la tesi és obligat indicar el nom de la persona autora. ADVERTENCIA. La consulta de esta tesis queda condicionada a la aceptación de las siguientes condiciones de uso: La difusión de esta tesis por medio del servicio TDR (www.tdx.cat) ha sido autorizada por los titulares de los derechos de propiedad intelectual únicamente para usos privados enmarcados en actividades de investigación y docencia. No se autoriza su reproducción con finalidades de lucro ni su difusión y puesta a disposición desde un sitio ajeno al servicio TDR. No se autoriza la presentación de su contenido en una ventana o marco ajeno a TDR (framing). Esta reserva de derechos afecta tanto al resumen de presentación de la tesis como a sus contenidos. En la utilización o cita de partes de la tesis es obligado indicar el nombre de la persona autora.

2025, . Psychology International

The COVID-19 pandemic necessitated an urgent shift to emergency remote learning, significantly affecting the education of bilingual students. This study examines the use of technology-enhanced drama-based methods, specifically digital Readers Theater, as an emergency measure to enhance reading literacy and psychosocial support during the pandemic amid multiple concurrent crises. Using an action research approach, 37 Greek teachers implemented remote literacy activities involving digital drama in their virtual classrooms over a period of four weeks. Data were collected from semi-structured interviews, teachers' reflective journals, and student participation and were analyzed through Ajzen's Theory of Planned Behavior. The findings indicate that, despite technological challenges and adaptation difficulties, the creative use of digital drama activities contributed to improvements in students' reading skills, motivation, and engagement. The intervention also fostered students' emotional expression and social connection, contributing to their psychosocial support during the disruption. This study highlights the dual role of technology as both an enabler and a barrier, emphasizing the need for better digital infrastructure and comprehensive teacher training for effective emergency response. The results stress the value of technology-supported, arts-based approaches in maintaining student engagement and promoting bilingual literacy in crisis contexts. These findings provide useful guidance for teachers and school leaders on how to support students' learning and well-being, both during crises and in everyday practice.

2025

Learner agency is an important concept in current education. This research describes the perceptions high school seniors have about their learning experiences. Educational research indicates students' self-regulation being an important factor in academic success, yet many educational practices still rely on teacher-centered instructional models. Supporting learner agency could improve the quality of students' engagement in their learning process, and help students become ready for the requirements of living in 21 st Century. In this phenomenographic inquiry into students' perceptions of their learner agency nine high school seniors were interviewed about their engagement and learning experiences. The analysis yielded an outcome space of four qualitatively different ways of perceiving learner agency 1. detachment from learning, 2. belonging to the school community, 3. synergy of learning ownership, and 4, unbound ubiquitous learning. The outcome space was organized into a visual conceptualization of the hierarchical relationship between intentionality, agency, and quality of learning. Based on the findings of this research, the recommendations for educational policy and practice include crediting informal learning, embedding choices into learning experiences, and supporting both students' and teachers' individual learning process.

2025, Scenario: A Journal for Performative Teaching, Learning, Research

The case study presented in this article refers to the connection of drama-in-education and critical thinking in history, in order to highlight the importance of drama for the teaching of history in primary schools in Greece. The research plan adopted is quantitative and qualitative, and the research strategy applied is that of case study. For the purposes of this study, four scenarios based on drama-in-education techniques were designed and applied on a sample of forty-three primary students. The analysis of the findings show that the students’ understanding of historical contexts and objectives of historically active subjects was encouraged by drama-based instruction.

2025

Στην παρούσα έρευνα διερευνήσαµε την επίδραση των αναλογιών στην κατανόηση επιστηµονικών µη-διαισθητικών εξηγήσεων µέσα από κείµενα. Τα κείµενα παρουσίαζαν την επιστηµονική εξήγηση της εναλλαγής µέρας/νύχτας είτε µε τη χρήση αναλογίας (πειραµατική οµάδα) είτε χωρίς (οµάδα ελέγχου). Υποθέσαµε ότι η χρήση της αναλογίας θα συνέβαλε στην κατανόηση της επιστηµονικής µηδιαισθητικής εξήγησης γιατί παρουσιάζει έναν µη-οικείο µηχανισµό µέσα από ένα εξαιρετικά οικείο πεδίο. Τα αποτελέσµατα έδειξαν µεγαλύτερη ανάκληση πληροφοριών, λιγότερη παραποίηση νοήµατος και περισσότερες επιστηµονικές εξηγήσεις στον µεταέλεγχο σε σύγκριση µε τον προέλεγχο από τα παιδιά της πειραµατικής οµάδας συγκριτικά µε τα παιδιά της οµάδας ελέγχου.

2025, International journal of environmental and science education

This article explores views of pre-school teachers in Turkey regarding the importance of Education for Sustainable Development (ESD). It also explores how pre-school teachers' views on the importance of Education for Sustainable Development can be explained by their experiences with nature in childhood. The study sample consisted of 838 pre-school teachers currently teaching in the Ankara, Eskisehir, Istanbul, and Antalya provinces across Turkey. A scale developed in 2015 by Park, Kim and Yu called "Pre-School Teachers' Views on the Importance of ESD" was utilized to collect data. In addition, demographic data were also collected. The study results revealed that the vast majority of teachers emphasized that ESD is necessary for the pre-school period and reported that the purposes of preschool ESD were: raising awareness about SD and ESD, acquiring creative and holistic thinking skills in problem solving and decision making stages, and acquiring a sustainable lifestyle for SD. The teachers emphasized the inclusion of ESD into teacher training programs and preschool education curriculum as pillars of crucial importance for the launching of ESD practices in the pre-school period. The results also indicated that preschool teachers' views on the importance of ESD varied according to their relationship with the environment in terms of childhood location and household type. In the light of the results, it is recommended that this study be the pioneer for future studies on the importance of ESD in both Turkey and the world, particularly with reference to experiences with nature.

2025, Scenario: A journal for performative teaching, learning, research

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2025, प्राज्ञिक विमर्श, वर्ष ७, अङ्क, १३, २०८२ वैशाख,

This article examines the acting of actors with a focus on the role of technique in their craft, which plays much significant to actor while acting. The study explores various acting techniques through a comprehensive approach that includes field studies, direct correspondence with actors, discussions with thematic experts, book references, and the researcher's own acting experience and perceptual methods. By integrating these diverse sources, the article aims to provide an in-depth analysis of how acting techniques are applied and their significance in enhancing the art of performance.

2025, HAL (Le Centre pour la Communication Scientifique Directe)

2025, Echoes of Us: Reimagining Music Education through African-American Oral Traditions & Neurodivergent-Affirming Pedagogy

This research challenges dominant paradigms in music education by centering African- American musical traditions and the lived experiences of Black autistic learners. Historically, both Black cultural epistemologies and neurodivergent... more

2025, The skin of my neighbourhood (A shared project of video storytelling)

El documento trata sobre un proyecto de narración digital titulado "La piel de mi barrio", desarrollado en un seminario de innovación pedagógica en Valencia, que busca explorar el uso de multimedia en la educación y fomentar competencias sociolingüísticas entre los estudiantes.
Innovación Pedagógica y Multimedia en Valencia
El seminario "Innovación Pedagógica y Multimedia" (PI&M) en Valencia busca explorar el uso educativo de herramientas multimedia en la enseñanza. Se centra en la creación de sinergias entre diferentes agentes educativos para desarrollar estrategias innovadoras.
El seminario fue creado en 2012-2013 con el apoyo de la Conselleria de Educación de la Generalitat Valenciana.
Involucra a investigadores, responsables de políticas y educadores de diversas instituciones.
Se enfoca en mejorar las competencias educativas mediante el uso de herramientas multimedia.
Proyecto "La piel de mi barrio"
El proyecto "La piel de mi barrio" se desarrolló en el Instituto de Educación Secundaria "Isabel de Villena" y consistió en la creación de un mini-documental digital. Este proyecto permitió a los estudiantes explorar y narrar historias de su entorno.
Los estudiantes, guiados por profesores, observaron y analizaron su barrio.
Se buscó desarrollar competencias sociolingüísticas y habilidades narrativas a través del video storytelling.
El proyecto culminó en un mini-documental que refleja la vida y anécdotas del barrio.
Metodología y Fases del Proyecto
El proyecto se estructuró en varias fases que incluyeron la formación de profesores, motivación de estudiantes, y el aprendizaje de la observación y narración. Cada fase fue crucial para el desarrollo de habilidades y la creación del documental.
Fase 1: Formación de profesores sobre el uso de documentales en el aula.
Fase 2: Motivación de estudiantes a través de la recolección de anécdotas locales.
Fase 3: Aprendizaje de la observación detallada del entorno.
Fase 4: Desarrollo de habilidades narrativas y creatividad.
Fase 5: Creación del mini-documental utilizando técnicas de video storytelling.
Resultados y Aprendizajes del Proyecto
Los estudiantes adquirieron nuevas perspectivas sobre su entorno y desarrollaron confianza en sus habilidades narrativas. El proyecto fomentó la autoexpresión y la conciencia social entre los participantes.
Los estudiantes aprendieron a observar su barrio con un enfoque crítico.
Se identificaron signos y problemas sociales en su entorno.
La experiencia mejoró la relación entre estudiantes y profesores, promoviendo un ambiente de confianza.
Los estudiantes mostraron interés en futuros proyectos similares.
Reflexiones sobre la Innovación Educativa
El seminario PI&M ha generado reflexiones sobre la importancia de integrar prácticas innovadoras en la educación. Se enfatiza la necesidad de un enfoque colaborativo y de la formación continua de los docentes.
La innovación educativa debe estar alineada con el currículo y las competencias relevantes.
Es esencial fomentar la cooperación entre docentes y estudiantes para un aprendizaje significativo.
La evaluación de proyectos innovadores debe considerar la participación activa de los estudiantes y su impacto a largo plazo.

2025, LOSING TOUCH? UNDERSTANDING NEOLIBERALISM THROUGH FAILING AND DANCE

This MA thesis has grown out of my critical engagement with my experiences moving inside and outside institutional spaces. By employing a rhizomatic approach, I weave together personal experiences, theoretical exploration and experimental practices. Reflecting on the value and product-centered ethics of neoliberalism, I develop failure as a methodology, thinking failure beyond its negative connotation. Thus it is not just about thinking what makes failure worthy, but what makes failure worthless? Through this choice I aim to challenge the linear progression and rigid structures imposed by the neoliberal ideology and consequently neoliberal institutions, such as academia. Through a queer temporal lens, I move fluidly between past, present and future, through reflections and memories whose meaning evolved in the process of writing, reimagining possibilities for academic writing. Furthermore, by centering embodied and sensory experiences in dance and dance performances, I aim to resist thinking of practice as solely a means to create theory, considering it rather as a site of critical reflection with its own worth and timing. Through this rhizomatic exploration I aim to destabilize the established neoliberal order and its focus on linearity, control and production and create new pathways for critical thinking, resistance and creativity.

2025

Drama is a potentially powerful tool for connecting students with learning and content. We know that learning is an active, constructive process of coming to know. And through our classroom involvement with students, we have found that drama can provide a process for learning by living through or experiencing an event. Drama by its very nature involves students in social contexts where they are required to think, talk, manipulate concrete materials, and share viewpoints in order to arrive at decisions (Siks, 1983). Thus, through drama, students explore both factual knowledge and content concepts while “trying on” social experiences. Heathcote (cited in Johnson and O’Neill, 1984) believes that drama confronts students with situations that may change them because of the issues and challenges they must face in the dramatic playing.

2025

The paper examines the 1986 production of The Explosion on Ahalan Street by Israel's Orna Porat Theatre for Children and the controversy it sparked. The play, which portrayed a mixed Jewish-Arab family and dealt with the Israeli-Palestinian conflict, breached taboos in theatre for young audiences and exposed the limits of Israel's educational policies on Jewish-Arab coexistence. While initially supported by the Ministry of Education, the play faced growing opposition from rightwing critics and politicians, ultimately leading to the withdrawal of official recommendation for school audiences. The debate surrounding the play revealed contrasting views on the role of political content in TYA and perceptions of children's ability to engage with complex issues. Theatre critics grappled with balancing artistic critique and support for the play's social importance as controversy grew. The paper argues that the production became an "exception" that challenged the boundaries of tolerance within Israel's coexistence policy. It concludes that the play's reception demonstrated young audiences' capacity for nuanced engagement with political topics, contrary to assumptions about children's innocence or impressionability.

2025

In this conceptual article, the authors advance the idea of critical whiteness pedagogies by arguing that an improvisational ethos offers an alternative to whiteness and might inspire more nuanced anti-racist pedagogies with white people. This framework is born out of years of collaboration between the authors that resulted in an approach to pedagogy that invites white people to resist compulsions of whiteness. The authors assemble a foundation for a critical whiteness pedagogy by considering 1) whiteness as a white problem, 2) white supremacy, 3) whiteness, 4) improvisation as an alternative to whiteness, and 5) anti-racism for white people. Ultimately, the authors offer improvisational, anti-racist pedagogy to invite white people into better understanding the racial violence and silences that are part of their worlds. Offering white people an improvisational ethos as an alternative to whiteness might provide a space for them to resist white supremacy-to improvise.

2025, Studia Philosophica Kantiana

2025, Düşünen Şehir Dergisi

2025

Este artigo reflete sobre as contribuicoes e impactos do Teatro Forum no contexto da Educacao basica, lancando mao de um relato de caso que apresenta a criacao colaborativa de uma cena acerca do tema “sexualidade, gravidez e aborto na adolescencia”, configurando-se como metodologia ativa de ensino aprendizagem e como acao transdisciplinar para a formacao humanista, etica e critica por meio do teatro.

2025

Di recente sono state pubblicate le "Nuove Indicazioni 2025 Scuola dell'infanzia e Primo ciclo di istruzione Materiali per il dibattito pubblico", un documento realizzato da una commissione apposita composta di esperti di area didattico-pedagogica, di provenienza universitaria, esperti di area disciplinare, di provenienza universitaria e scolastica. Il documento che è al momento soltanto una bozza, è stato pubblicato l'11 marzo 2025 sul sito del Ministero dell'Istruzione e del merito (https://www.mim.gov.it/-/pubblicato-il-testo-delle-nuoveindicazioni-per-la-scuola-dell-infanzia-e-primo-ciclo-di-istruzione-materiali-peril -dibattitopubblico).

2025

The salient role that affective objectives play in compensatory education prompted the study that _is the-subject of this -paper. Analyses were applied to data gathered at the kindergarten., elementary, and secondary levels on four affective -instruments and four achievement measures over a two-year period. Relationships found on_the first year's data were positive but very -sMall, alt%Aigh significance was.reached in some comparisons,-partially a result of the large sample sizes. Additional analyses were carriad out using entry-level California Achievement_Test (CAT) and affective measures as predictors for end-of-year CAT scores. Further analyses ate proceeding on the following year's data. (Author/RC) Documents.acguired by ERIC include many informal unpublished. * * materials not available froi other sources. ERIC makes-every effort * to obtain-the best copy-available. -Nevertheless, items -. of marginal * * reproducibility Are .often encountered and this affects the,quality * *_ of-the--microfic,he and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction-Service (EDRS). EDRS is--not responsible_for:the quality-of .the originaldocument.:Reproductionsupplied by_EDRS are the best that can-be.made from the original.

2025

Bertolt Brecht, the German playwright, was an important theatrical reformer. His theory of an "Epic Theatre', developed in the 1920s, departed from the tradition of Aristotelean theatre offering a new theatre which would not be 'dramatic', but reflective and thereby nurturing critical thinking. For Brecht drama is a social and ideological forum. It is a didactic drama presenting a series of loosely connected scenes and interrupting the story line to address the audience directly with analysis, argument, or documentation. Brecht uses a new technique called 'The Alienation Effect' designed to distance the audience from emotional involvement in the play through jolting reminders of the artificiality of the theatrical performance. The purpose is to enable the spectator to exercise fruitful criticism from a social point of view. 'The Epic Theatre' of Brecht has an educational value also in the context of Indian education. Globalization has resulted in the...

2025

Активні процеси інтеграції України у європейський економічний, суспільно-політичний, освітній простори формують нові тенденції у різних сферах життя кожного громадянина держави та сприяють зорієнтованості особистості на розширення міжкультурної комунікації та партнерства. Основними агентами впливу та актуалізації такого співробітництва виступають, насамперед, представники освітянської сфери, а саме, науковці та дослідники, які здійснюють компаративні дослідження

2025

This thesis explores how embodying Shakespeare’s language through theatre-based practice can connect young people to the plurality of human perspectives, and develop their skills of communication. I review the evolution of Shakespeare’s value in formal education as literary heritage, and the tension that persists between his roles as literary icon and living artist. Peter Brook warns that Shakespeare is particularly in danger of becoming ‘deadly theatre’: admired and respected, but not alive to the moment of its production and reception. A parallel can exist with ‘deadly’ classrooms, where Shakespeare is taught with reverence but students find no relevance in his plays to their own lives. I construct a theoretical framework using key concepts from education and theatre along with findings from linguistics and cognitive science to explore the pedagogical value of Shakespeare as a cultural heritage with which young people can critically and creatively interact. I explore the relations...

2025

This thesis presents a case study of the process involved in the staging of a Theatre in Education programme for students in secondary education, focusing on the production by Theatre in Education Company Big Brum of the play A Window, written by Edward Bond especially for the company. The main aim of the study is to clarify and illustrate the theory and practice of Edward Bond through the practice of Big Brum, in order to analyse how the working model might be developed in Drama in Education. Edward Bond is a playwright deeply concerned with finding ways to engage his audiences imaginatively, so that they can seek reason, claiming drama and imagination to have the same basis: they both address questions and provoke change, and inform values and judgments. In fact the playwright argues that drama structures can accommodate the essential need of children to ask questions and challenge culture. The theory of Edward Bond is examined and illustrated through the practice of the TIE Compa...

2025, Bellaterra Journal of Teaching & Learning Language & Literature

2025, Journal of Practitioner Research

This practitioner inquiry provides a critical reflection of my teaching practices as a multilingual immigrant early childhood educator who attempted to build partnerships with immigrant families during the COVID-19 pandemic. This partnership allowed me to collaborate with 39 caregivers and 42 emergent bilingual children from the Metro and Greater Boston Areas to design and implement a family engagement and remote learning program called Home Connection. Using culturally sustaining pedagogy to guide curriculum design, pedagogy, and family engagement, this paper presents what I have sought to sustain while teaching in the Home Connection program. The findings reveal that through the Home Connection program, I have learned to: (i) affirm the diversity and pluralism in my students’ learning interests, lived experiences, identities, and home lives, (ii) foster intergenerational connections and collective learning, (iii) recognize embodied learning through multiple spaces across family homes, and most importantly, I have learned to (iv) embrace healing-centered teaching and learning that helps pave the path for collective healing within this learning community.

2025

It is undeniable that societies as well as our geography classrooms become more and more heterogenous. This change requires new perspectives on how to teach and learn geography. Especially in geography education and it’s interculturally connecting curricula multilingualism appears to offer several advantages over strictly monolingually delivered lessons. The aim of the article is to grasp the reality and potential of multilingual teaching and learning in the subject of geography in German secondary schools as an anchor for further studies on that matter. This article does that by presenting the results of a survey on the current status of multilingual education in the German geography curriculum as well as on the multilingual life practices and experiences of pupils with migration history. While German geography lessons are curriculumwise intended to be taught almost entirely in German, our survey revealed that pupils have positive expectations for multilingual education. In additio...

2025

Publicado no site Idança, o artigo pensa o corpo cômico na dança contemporânea em conexão com algumas obras coreográficas, com interesse no exercício de projeções teórico-críticas que estejam diretamente ligadas às cenas examinadas.

2025

A comunicacao, fruto de uma pesquisa de Pos-Doutorado realizada na UFRJ em 2007/2008, propoe uma reflexao sobre os parâmetros que permitiriam o entendimento da Estetica Teatral Contemporânea a partir da analise de 15 performances / encenacoes realizadas por Companhias teatrais brasileiras nos dez ultimos anos e que investigam o texto classico como um material para a criacao cenica e performatica. Os conceitos de “contemporâneo”, de “reciclagem do passado” e de “engajamento politico” norteiam essa reflexao, realizada a partir de uma investigacao pratica (atuacao, encenacao, performance) e teorica (pesquisa, observacao).

2025, ADEM, Australian Drama Education, No 19

2025, Procedia - Social and Behavioral Sciences

The aim of this study is to investigate the effect of creative drama method on student achievement in the instruction of some development and learning theories. 19 volunteer students from Karadeniz Technical University Fatih Faculty of Education Computer Education and Instructional Technologies (CEIT) Department were participated in the study which took place for 5 weeks in the spring term of the 2009-2010 educational year. Prior to the study an achievement test with determined 0,93 reliability coefficient was applied to the sample. After 15 hours creative drama sessions the students were retested with the same achievement test. Some statistical packages were used to check whether there was significant difference between pre and post achievement test scores. Additionally, the sessions were evaluated with KWL charts filled by the sample before and after each session. Backed with the study result it was determined that creative drama method had significant effect on student achievement.

2025, Youth Theatre Journal

Islamic youth theatre, despite its cultural and social significance, has not received the scholarly attention it deserves, and Turkey presents a remarkable example. Mecbure İnal's Zambaklar Cennete Açar [Lilies Flower to Heaven] (1996) dealing with the Bosnian War (1992-1995) reveals the aesthetic and political strategies that define Islamic youth dramatic literature, how these works respond to Turkish and international politics, and promote alternative visions regarding the future. As the first critical analysis of an Islamic youth dramatic text in Turkish, this essay demonstrates how the genre can serve the promotion of projects that are ambivalent or antagonistic to progressive politics.

2025, IFE STUDIES IN AFRICAN LITERATURE AND THE ARTS

The paper makes a case for futuristic design approach through an experimental piece: "Sunset at Noon?" This workshop play exposes its crew to another realm of play production process at the Department of the Performing Arts, University of Ilorin, Nigeria. The aim is to elucidate the explorative tendency of an advanced course in the Department. Consequently, the need to harness the technicalities that are embedded in the play takes a centre stage. Thus, the ro1e played by the following technical effects visa -vis lights, properties (props design), lighting and special effects, sound and scenic designs cannot be over-emphasised. The paper provide critical analysis and examination of how these effectsin line with the production style Shufflism, that weave the stage, performers and performance with the audience, as enshrined in the play. With the use of descriptive analysis and participant-observant methods of research the paper discovers that there are numerous design possibilities in experimental piece, when design concept is flexible.

2025

begins his literary career in a complex age, confused by the currents and cross-currents of various movements. As a historian of Indian English Literature, he has kept a close watch over the trends generated by Colonialism, Nationalism, Modernism and Post Modernism since 1943, when he published his book Indo-Anglian Literature. He records the twist and turns which go on to characterize the Indian English Literature. He watches with interest, the emergence of poets who make a persistent effort to give native English poetry an identity of its own and to make it as the chief vehicle of complete expression of contemporary consciousness. However, as we have seen in the first chapter, he is sore at the 'current selftortured poignancy and vagabond eccentricity in theme, stance and expression' (Iyengar729). He does not like the development of the satiric, the ironic, the trivial and the local poetry that Modernism and Post Modernism bring in their way to offset the national, the romantic and the spiritual poetry of the nationalistic era. He ensures that the exploration of the diseased mind, whether sub-conscious or unconscious, cannot produce good poetry to cater to the aesthetic and spiritual needs of the humanity. With the aforesaid infirmities of Indian English Poetry in his mind, Iyengar assumes the self appointed task of overhauling it. He follows the poetic path developed by Sri Aurobindo, the spiritual or the Overhead Poetry which embodies the descent of divinity in man and the ascent of humanity to God. However, he knows that for doing this, the poetic fraternity should cultivate a new outlook. A poet has to look for, 'a new orientations, and openings of fresh channels of feelings in [his] response to the ancient classic' (Kantak 115). He has to do a lot more as 'he will first have to lay aside his preoccupations with Western literature and consciously seek realignment with main stream literary tradition of his own country, indeed an identification that could be uninhibited and total' (Kantak 115). Iyengar agrees with Aurobindo's notion of the re-appraisal of the ancient myths in order to attune them to the contemporary mood. To quote him, …….To take with a reverent hand the old myths and cleanse them of soiling accretions ,till they shine with some of the antique strength, simplicity and solemn depth of beautiful meaning, in an ambition which Hindu poets of today may and do worthily cherish. To accomplish a similar duty in a foreign tongue is a more perilous endeavour.' (NandaKumar 83) According to Iyengar, myths are the great treasure house of poetic themes. They are still relevant to serve spiritual needs of a spiritually bankrupt age. They can provide the cultural vitamins and spiritual proteins to the ailing humanity. 'The primary myth', observes V.Y. Kantak 'has that vitality, is capable of putting on newness appropriate to the temper and psychic needs of a new epoch ' (116). However the need of the hour, as Iyengar feels, is the acclimatization of the ancient myths to the modern times. Iyengar tries to transform myths but in his own way. He goes www.researchscholar.co.in Impact Factor 0.793 (IIFS)

2025, Nobel

Disiplinler arasılığın hem dil araştırmalarında hem de Türkçe eğitimiyle ilgili araştırmalarda her geçen gün daha da arttığı fark edilebilir.
Bu kitabı ortaya çıkaran boşluk ise, Türkçenin ana dili olarak öğretimi ve disiplinler arasılığı çeşitli açılardan sorgulayan çalışmalar arasında Türkçenin diğer disiplinlerle ilişkisini otantik materyallere dayandırarak örnekleyen ders tasarım örnekleri saptanamamasıdır. Bu nedenle, bu kitapta, “Disiplinler arasılık ve Eğitim”, “Türkçe Eğitimi ve Disiplinler arasılık” ve “Türkçe Eğitimi ve Otantik Materyaller” bölümlerinden sonra son bölümde, Türkçe eğitiminin diğer disiplinlerle otantik materyaller üzerinden nasıl bir etkileşime girilebileceği Ortaokul Türkçe Dersi Öğretim Programı'nda yer alan kazanımlar üzerinden tasarlanarak örnek ders tasarımları oluşturulmuştur.
Burada, Türkçe eğitimini farklı disiplinlerle ele alarak Türkçe öğretmeni adaylarının, mevcut öğreticilerin ve akademisyenlerin faaliyetlerinde ve araştırmalarında yararlanabileceği bir kaynak ortaya koyabilmek amaçlanmıştır.
Gelecekteki araştırmalarda, otantik materyallerden hareketle hazırlanan disiplinler arasılığa dayalı örnek ders tasarımları daha da çoğaltılabilir. Bu uygulama örneklerinin ağırlıklı olarak yer alacağı çalışmalar Türkçe eğitimi temel alınarak Türkçe eğitimi alanındaki uzman kişilerin ve diğer disiplinlerden uzmanların ortak çalışmalarıyla oluşturulabilir.

2025, Qualitative studies

Çocukların yaptıkları resimlere bir oyun veya yaşadıkları dünyadan aldıklarını tekrar dünyaya sunma çabası olarak bakalım, her iki durumda da katışıksız insan algısının yansımalarını görürüz. Çocuğun da yaşadığı dünya ile kurduğu en etkili iletişim görme yoluyla gerçekleşir. Çocukların duyarlılıklarının ayrımını yapabilmede kullanılacak en etkili araç görme biçimlerini anlamak olacaktır. Görme yetisi ve bilgiyle hareketlenen bilinç, gerçek ışığın varlığı ile us'taki ışık, bütün bunlar her insan yavrusunda farklı bir pencerenin açılmasını sağlayan unsurlardır. Öğrenme yeni bilgi, davranış, yetenek, tercih vedeğerlerin elde edilmesidir. Öğrenme bilginin farklı türlerinin işlenmesi olabilir. Bu çalışmanın amacı, çocukların, ürettikleri sanat yoluyla görme biçimlerinin çözümlenmesi için bir yol haritası oluşturabilmektir. Gelişim sürecinde sanat üretmeyi çok ilginç ve gizemli bir şekilde keşfeden çocukların yarattıkları imgelere derinlemesine bir bakış geliştirebilmek, bu yolla onların yaşadıkları dünyayı nasıl algıladıklarını, dolayısıyla görme biçimlerinin ayrımlılığının sebeplerini analiz etmektir.

2025, Exedra: Revista Científica

O conhecimento das convenções dramáticas revela-se central na pedagogia e didáctica do drama na educação, apresentando-se como um importante referencial teórico e metodológico da disciplina. Este artigo assume que o uso das convenções dramáticas, para além de dever ser entendido como um elemento imprescindível da literacia artística, promove a reflexão metodológica necessária ao enriquecimento e diversificação das práticas educativas relacionadas com o drama na educação.

2025, European Journal of Education Studies

Introduction: In today's crisis of values, the demand for more trust between people, who will then shape social contexts and institutions, becomes more urgent than ever. However, since trust, by definition, refers to the vulnerability that one person shows to another because of the expectations that the former has for the positive behavior of the latter (Mishra, 1996. Tuzun, 2007), it is important to consider what creates that trust. Purpose: The role of theatre in education in creating social relationships of trust between primary school children. Methodology: A quantitative methodological approach was followed, and results were analyzed through the statistical program SPSS 26.0. Results: Social relationships between children over time, although they cannot be evaluated by their teachers themselves due to the limited time available, are an existing phenomenon. The children, having understood the position of their classmate, in the context of the lesson, have accepted his diversity, as a result, ending up in sharing experiences with each other, either inside or outside the school environment. However, even though social relations may not be successful, the course has at least helped in respect for others, which has a positive impact even in marginalization phenomena. Conclusion: Theater in education can be the means to create social relationships in children who have attended it for a reasonable period of time, because, with the techniques and reflection it offers, it helps children develop social skills, which can, in turn, create social relationships.

2025

The importance of language education, and education more generally, in contexts of protracted crisis and emergencies is widely acknowledged as a potent tool for nurturing the wellbeing of individuals. It is also important in fostering development within afflicted societies. Despite this and an increasing interest in the improvement of the quality of education in these contexts UNRWA, 2011), there has been scant scholarly attention given to language education models that emerge from those vulnerable settings, and to how they may differ from competence approaches developed in peace-time and in contexts of free mobility. Grounded in the theoretical framework of the capabilities approach for a holistic understanding of language education , and motivated by rare empirical research investigating language pedagogies in contexts of pain and pressure, this study explores and coconstructs a grounded model for language education in the context of the siege of the Gaza Strip (Palestine). The Gaza Strip has been under siege since 2007, when Israel declared it 'hostile territory'. The siege of Gaza prevents the free circulation of people, goods, and basic materials. As a result, two million people live, many as refugees of long standing, in a condition of 'forced immobility' and worsening living conditions. These have been further affected detrimentally by three military operations in the last decade. The siege affects people's mental and physical wellbeing, and the development of Palestinian society. In addition to the military hegemony, an epistemological hegemony shaped by orientalising tendencies perturbs all narratives about the 'question of Palestine' 1980; 1986). The chosen research methodology involves a cycle of critical participatory action research (CPAR), conducted online. The CPAR consists in the development, delivery, observation, analysis and evaluation of a series of specially designed workshops with 13 pre-service English teachers from the Gaza Strip. The aim of the research design is to investigate localized, critical, and creative language pedagogies. The workshop series focuses on the use of creative methods in language education, specifically on the use of Palestinian 'Arts of Resistance'. The findings in this thesis demonstrate that: (a) pre-service English teachers value teaching approaches which move beyond competency-driven aims and instead engage with students' dreams, hopes, values, and wellbeing; (b) the capabilities approach offers a lens through which language pedagogy can be framed within contexts of particular vulnerability; (c) participants value the use of Palestinian arts-based methods, as these enable a pedagogical practice which connects politics and aesthetics; and (d) the online network established during the research encounter shaped and was shaped by materiality and in relationality. A synthesis of these findings provides a metaphorical representation of an ecological language education in the context of pain and pressure. My heartfelt gratitude goes to the 13 participants who volunteered to take part in this study. I truly feel honoured to have shared the research journey with such brilliant, humorous, steadfast, resilient young women, who taught me about life under siege. It was a real pleasure and honour working with you all. My equal thanks go to my supervisors, Prof Alison Phipps and Dr Giovanna Fassetta. I have been very fortunate to have had the intellectual guidance and mentorship of these wonderful professionals, as well as their unlimited support throughout the ups and downs of the research project. Your example as academics, activists, and dreamers guided me throughout the project, and will guide me in the future. I also thank Dr Katja Frimberger, Prof Nazmi al-Masri, and Dr Keith Hammond for their intellectual generosity and the extraordinary passion they put into their work. This research project was funded by the Arts and Humanities Research Council (UK) large grant Researching Multilingually at the Borders of Language, the Body, Law and the State through the Translating Cultures Programme. [AHRC Grant Ref: AH/L006936/1]. I am indebted to the AHRC and to Prof Phipps for having given me the possibility to be part of the large grant. I extend my profound gratitude to the colleagues on the Researching Multilingually at Borders project, whose example and stimulating discussions sharpened my thinking process and fostered my professional development. Your patience and support within the work place and the friendship that was built with some of you outside of the University have been invaluable. And the most profound thanks go to my family and to my friends. To the friends of a lifetime that are all spread around the world, your presence is always a gift and our short weekends together visiting each other are always precious moments. To the friends in Glasgow -it has been wonderful to share the PhD journey with you, the pints and the coffees, and my life here. Thank you, Mum, thanks Francesco, and thanks, Dad -who are next to the three of us from above. Our family is the strongest reference point in my life and the safest harbour to come back to after each journey. Grazie di tutto. And finally, thank you Yann, for the everyday loving support, for the surprises of these last years and months, and for creating our life priorities together. And most of all, thank you for our Little One, and the joy ahead.

2025

This research examines the contextual layers and concentric frames that define the worlds of looked after children within contemporary British care systems in the search for an empowering, creative practice. This investigation has used practice as research to examine the current cultures, power relations and corporate contexts that intermesh to construct the care system. The core group of this enquiry is looked after children but, as an expanding 12 year action research model, the investigation examines the concurrent trends between children in care, children living in poverty and incarcerated young people. The use of macro and micro practice examples enables the thesis to examine the life cycles, trappings and pitfalls for contemporary poor law children as well as demonstrating how creative practice can impact on interventionist approaches to research and development, before young people end up in care. The potential for applied theatre as a tool for empowerment is interrogated thr...