The implications of Carnival theory for interpreting drama pedagogy

The implications of Carnival theory for interpreting drama pedagogy

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

Research in Drama Education: The Journal of Applied Theatre and Performance, 15(2), 175-192, 2010

Routledge

2010

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

Bakhtin's Dialogism Drama Pedagogy Carnival Theory Language Education Classroom Research

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Drawing on Mikhail Bakhtin's Carnival theory, this article focuses on specific outcomes of a research project the author undertook in Hong Kong, where drama pedagogy has been recently introduced into the official curriculum. It investigates the ways in which laughter, noise, jokes, frolic and popular literacies commonly appear in classrooms where teachers apply drama pedagogy. On considering the ways in which these phenomena remain unacknowledged and ignored by both teacher(s) and researcher( s), the author highlights the potentials of playful resistance and transgressivity afforded to students by drama pedagogy. The suggestion is that Carnival theory not only illuminates such phenomena but also challenges the emphases and assumptions of conventional epistemology and classroom discourse and offers a model to help us re-learn the unpredictability, plurality and openness to the production and distribution of knowledge that drama pedagogy can engender.
[Copyright of Research in Drama Education: The Journal of Applied Theatre and Performance is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13569781003700078]

• English

Journal Articles

• 13569783

• 10.1080/13569781003700078

https://bibliography.lib.eduhk.hk/en/bibs/68b581fd

2010-11-28