By Kathleen Gallagher
In this e-book, Kathleen Gallagher provides a multi-case learn of adolescent women who're studying via drama approximately their specific sexual, cultural, ethnic, and class-based identities when it comes to the wider international round them. through reading the ability and threat of drama in faculties to animate the procedures of studying, Gallagher's study deals desire for significant mirrored image on pedagogy in what she sees as an more and more mechanistic and disempowering interval in schooling. This paintings is a special contribution to the fields of fairness stories and the humanities in schooling, because it presents a brand new lens during which to check gender, variety, and education. Experiencing the drama curriculum as a method and technique, the scholars study via taking over varied roles. This re-positioning of the learner generates new and wealthy reviews within the dialectic of lifestyles and paintings and the discourse of the "world as a level" metaphor.
Combining study and lecture room perform in a public Catholic women' tuition over an eighteen-month interval, the writer illustrates how drama offers a fertile flooring for the highbrow and emotional improvement of women, as they draw all alone lives and reports so one can create their fictional worlds. She demonstrates how the collective motion of drama within the school room can aid women in changing into the authors in their personal stories. This compelling publication unearths the liberatory probabilities of drama schooling for the drastically varied and intricate team, adolescent women. The doctoral study on which Drama schooling within the Lives of Girls was once dependent obtained the yankee Alliance of Theatre and Education's such a lot uncommon scholarly learn award for 1999.
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During this ebook, Kathleen Gallagher offers a multi-case examine of adolescent ladies who're studying via drama approximately their specific sexual, cultural, ethnic, and class-based identities relating to the wider international round them. via studying the facility and threat of drama in faculties to animate the approaches of studying, Gallagher's learn deals wish for significant mirrored image on pedagogy in what she sees as an more and more mechanistic and disempowering interval in schooling.
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Extra info for Drama Education in the Lives of Girls: Imagining Possibilities
A key task for feminists, they assert, is to understand these relations and transform them when they are oppressive. Acknowledging the gendered nature of schools and creating more alternatives to these inscribed social conventions can only lead to a deeper understanding and greater clarity about what gender equality must look and feel like. Curiously, though, it is the notion of segregation in girls' schools that most disturbs those who view co-education as the pursuit of egalitarian schooling.
The richness of these experiences in classrooms often invites us to probe further. I would like to recount one such experience. It is the story of a Remembrance Day project I embarked on with my students that began as a classroom exploration and ended in a theatrical production. This experience is one example that supports Fowler's (1994) view of the arts: The arts provide a more comprehensive and insightful education because they invite students to explore the emotional, intuitive, and irrational aspects of life that science is hard pressed to explain.
Sometimes, critical episodes in teaching can illuminate practice in new and often satisfying ways. One such incident in my classroom life - a Remembrance Day performance - crystallized many of the preoccupations I had as a teacher of the arts in a 22 Drama Education in the Lives of Girls single-sex school for girls. It illustrated, at once, three important principles that have since guided my teaching and created an imperative in my research work. I have learned that girls' knowledge is unique and uniquely articulated by them.