Return of the ghost--To discipline or/and to teach?

Return of the ghost--To discipline or/and to teach?

• Shu, Jack School of Education and Languages, Open University of Hong Kong

Asia Pacific Journal of Education, 30(1), 105-120, 2010

Routledge

2010

• P Social Context of Education
  • PC Society & Education
• N Students & Student Services
  • NG Student Discipline
• F Learning & Teaching
  • FG Classroom Management & Control
• F Learning & Teaching
  • FH Classroom Communication

Drama -- Study & Teaching Social Psychology Socialization Narrative Inquiry (Research Method) Chinese Culture Classroom Discipline Drama Pedagogy Narrative Inquiry

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This paper is a situated biographical reflection on the author's Hong Kong teaching experience written using a narrative inquiry approach, describing attempts to generate innovative pedagogical practices. The journey explores how autocratic, traditional Chinese cultural expectations in Hong Kong education have nurtured a commonsense belief in "discipline first and then teach". This teacher/researcher adopted alternative approaches to authority through the use of developmental drama which made teacher image and teacher-student power relationships an object of talk and study. The aim of this paper is to bring together theories and pedagogical models based on the sociology of education, social psychology and drama pedagogy in an effort to change how we teach marginalized students in one distinctive Chinese cultural context.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02188790903503627]

• English

Journal Articles

• 02188791

• 10.1080/02188790903503627

https://bibliography.lib.eduhk.hk/en/bibs/203abc1a

2010-12-24