Stultification and the negotiation of meaning: drama for second language education in Hong Kong schools

Stultification and the negotiation of meaning: drama for second language education in Hong Kong schools

• Decoursey, Matthew William The Education University of Hong Kong
• Trent, John Gilbert The Education University of Hong Kong

Research in Drama Education: The Journal of Applied Theatre and Performance, 21(4), 524-534, 2016

Routledge

2016

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

Rancière Wenger Exam-Driven School System Emancipation Imagination

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Jacques Rancière has given us a strong ethical framework for the use of drama in education, but his model is incomplete. In Hong Kong, an examination-driven system often conflicts with teachers' idealistic ambitions. We suggest a way of expanding Rancière's model with reference to Étienne Wenger. We use this framework to examine a group of student teachers on practicum. Student teachers can use drama in the interstices by a process understandable on Wenger's terms, and successful on Rancière's terms. We use Wenger's terms 'alignment', 'engagement' and 'imagination' to characterise these student teachers' search for meaning in teaching.
[Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.]

• English

Journal Articles

• 13569783

• 10.1080/13569783.2016.1220244

https://bibliography.lib.eduhk.hk/bibs/92442d22

2016-12-09