Stultification and the negotiation of meaning: Drama for second language education in Hong Kong schools

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Abstract

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.
Original languageEnglish
Pages (from-to)524-534
JournalResearch in Drama Education: The Journal of Applied Theatre and Performance
Volume21
Issue number4
Early online dateAug 2016
DOIs
Publication statusPublished - 2016

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language education
drama
student teacher
Hong Kong
school
examination system
Group
Teaching
teacher
Negotiation of Meaning
Drama
Language-in-education
education

Citation

DeCoursey, 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.

Keywords

  • Rancière
  • Wenger
  • Exam-driven school system
  • Emancipation
  • Imagination