Jacques Rancière has given us a strong ethical framework for the use of drama in education, but his model is incomplete. In Hong Kong, an examination-driven system often conflicts with teachers’ idealistic ambitions. We suggest a way of expanding Rancière’s model with reference to Étienne Wenger. We use this framework to examine a group of student teachers on practicum. Student teachers can use drama in the interstices by a process understandable on Wenger’s terms, and successful on Rancière’s terms. We use Wenger’s terms ‘alignment’, ‘engagement’ and ‘imagination’ to characterise these student teachers’ search for meaning in teaching. Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.
|Journal||Research in Drama Education: The Journal of Applied Theatre and Performance|
|Early online date||Aug 2016|
|Publication status||Published - 2016|
Negotiation of Meaning
CitationDeCoursey, M., & Trent, J. (2016). Stultification and the negotiation of meaning: Drama for second language education in Hong Kong schools. Research in Drama Education: The Journal of Applied Theatre and Performance, 21(4), 524-534.
- Exam-driven school system