Negotiating the Spaces: Relational Pedagogy and Power in Drama Teaching
2007; Pennsylvania State University Libraries Open Publishing; Volume: 8; Issue: 14 Linguagem: Inglês
ISSN
1529-8094
AutoresVivienne Jane Aitken, Deborah Fraser, Graham Price,
Tópico(s)Diverse Education Studies and Reforms
ResumoWhile there is a growing body of literature on relational pedagogy as a concept, less attention is given to the details of just how relational pedagogy manifests in classroom practice. Similarly, while issues of power, democracy and co-constructed learning feature in contemporary research, the details of how power relationships can be effectively altered between teachers and children warrants closer scrutiny. This paper explores how pedagogy is enhanced when spaces are negotiated between teachers and children in the real and fictional worlds of drama. The findings emerge from a two year collaborative research project between generalist elementary teachers and university researchers. Salient issues of trust, power sharing, and metaxis, which are part of relational pedagogy in the drama classroom, are explored. In particular, the paper discusses how
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