Appropriating drama pedagogy: Learning from the local practices in Hong Kong

Appropriating drama pedagogy: Learning from the local practices in Hong Kong

• Tam, Po Chi Dept of Early Childhood Education, Hong Kong Institute of Education

Pedagogy, Culture & Society, 18(3), 309-329, 2010

Routledge

2010

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language

Drama in Education Dialogues, Chinese Appropriate Education Teacher Role Teacher-Student Communication Appropriation Bakhtin's Dialogism Chinese Language Education Classroom Research Drama Pedagogy Teacher-In-Role

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This paper aims at describing and explaining how drama pedagogy is appropriated in Chinese language classrooms in Hong Kong. Drawing on the theories of dialogue and appropriation of Mikhail Bakhtin, the research shows that the dialogicality of drama in Hong Kong's classrooms is conditional, and therefore deviant from the conventional as conceptualised and described in the major literature. A spectrum of the appropriation of drama pedagogy in language classrooms in Hong Kong is developed and discussed. At one end of the spectrum, there is still the domination of the teacher's monologic input of official knowledge and skills; at the other end, destabilisation of the centrality of the text and the authoritarian role of the teacher is identified suggesting alteration in the classroom communication routine, and even the opening of the drama world. This spectrum illustrates how the teachers waver between persisting with monologue and embracing dialogue, the result of which is the development of a hybrid approach to appropriate drama pedagogy.
[Copyright of Pedagogy, Culture & Society is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14681366.2010.505717]

• English

Journal Articles

• 14681366

• 10.1080/14681366.2010.505717

https://bibliography.lib.eduhk.hk/en/bibs/1c703ebb

2010-12-24