The Routledge Companion to Drama in Education

Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
List of figures
List of contributors
Acknowledgements
Forewords
We contain multitudes: an introduction
PART I: Boundaries and contours
	1 A personal genealogy of the idea of drama education as a force for change
	2 Distancing as topos in process drama
	3 Pedagogical assemblages exploring social justice issues through drama education
	4 Drama in education and the value of process
	5 “Creating conditions for the emergence of the as-yet-unimagined”: drama in education as artistic pedagogy
	6 Whose enlightened pedagogy? A historical mini-tour of the educating process of drama
	7 Reimagining drama in education: towards a postdramatic pedagogy
	8 The influence of the “conventions approach” on the practice of drama in different cultures
	9 In the spaces for play: learning in Mantle of the Expert
	10 Critical process drama framework
	11 Humanizing education with dramatic inquiry: in dialogue with Dorothy Heathcote’s radical and transformative pedagogy
	12 Assessment in drama education
PART II: Methods, programmes, and partnerships
	13 Drama as a pedagogy of connection: using Heathcote’s rolling role system to activate the ethical imagination
	14 Ecological education of preschool children using process drama
	15 Drama for climate change education
	16 Storytelling theatre and education
	17 An imagined cultural identity: reflections on a classroom drama How Wang-fo Was Saved
	18 Action (re)call in the theatre classroom, Sweden
	19 ‘Do Something Different…’: a teaching inquiry into the use of Mantle of the Expert to support struggling writers
	20 A dramatic approach to teaching tough topics: using children’s literature and drama to explore the refugee and migrant experience
	21 “Freeze!” – building reflective and analytical skills in children through drama
	22 Theater for children’s dialogical specificities
	23 Bodies at play: body image and the young actor
	24 Little Red and the Wolf: devising with young people at Eastlake Park
	25 Facilitating post-performance process drama in an Irish primary school
	26 Accessible for all: drama-based pedagogy in an inclusive primary school
	27 Harnessing the power of Flight: devising responsive theatre for the very young
	28 A comparative case study of a DiE-inspired music and theatre project for linguistically and culturally diverse pupils in Hong Kong and London
	29 Mixed methods in drama education research: a project autopsy
	30 Dramatic approaches in the English classroom: embodied, agentic and aesthetic learning
	31 Drama workshops as single events in higher education – what can we learn?
	32 Boal in the Philippine classroom: using Theatre of the Oppressed in teaching literature
	33 Implementing Universal Design for Learning in Out-of-School Time drama education
	34 Trauma-informed considerations for drama in education with adults
	35 Humanizing the curriculum: exploring the use of drama pedagogy in faculty development
	36 Dream Stage – let our dreams come true through the arts
	37 We Serve Too! A reflection on drama and storytelling with military children
	38 A dramatic approach to appreciating mythological history
	39 Real for me: co-creation drama negotiating safer sexual boundaries
	40 The elements of drama in second language education: an intercultural perspective
	41 Formulating a learning context using teacher in role for reading fluency in ESL students
	42 Drama for cultural and linguistic diversity (CALD): applying drama with students from culturally and linguistically diverse backgrounds in Australian educational settings
	43 Outcomes of using drama-based pedagogy in language teaching and learning
	44 ‘It Lifts Up Your Imagination’: drama-rich pedagogy, literature and literacy: the School Drama programme
	45 Daring to be different: drama as a tool for empowering the teachers of tomorrow
	46 Enlivening teachers’ co-creating attitude
	47 Challenging your students, challenging yourself: the golden opportunity of being an in-school drama educator today
	48 Drama teacher education – a long-view perspective
	49 Looking back and forward: reflecting on my facilitation as a drama in education teacher and facilitator at Lupane State University in Zimbabwe
	50 Mei Ling, Mary, and Michaela: mapping drama teaching journeys
PART III: Futures and possibilities
	51 Opening up the field of drama education to performance studies: tensions and opportunities
	52 Evolution, diffusion and disturbance : drama, education and technology
	53 Designing a transmedia theatre experience for drama education
	54 Digital bodies/live space: how digital technologies might inform gesture, space, place, and the performance of identity in contemporary drama education experiences
	55 Playing with theatre: there can be a place for childhood in the favela
	56 Numbers count: quantitative research in drama education
	57 When crises should go to waste, or how I learned to stop supporting disaster capitalism and love the classroom
Index