The implications of Carnival theory for interpreting drama pedagogy

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11 Citations (Scopus)

Abstract

Drawing on Mikhail Bakhtin's Carnival theory, this article focuses on specific outcomes of a research project the author undertook in Hong Kong, where drama pedagogy has been recently introduced into the official curriculum. It investigates the ways in which laughter, noise, jokes, frolic and popular literacies commonly appear in classrooms where teachers apply drama pedagogy. On considering the ways in which these phenomena remain unacknowledged and ignored by both teacher(s) and researcher(s), the author highlights the potentials of playful resistance and transgressivity afforded to students by drama pedagogy. The suggestion is that Carnival theory not only illuminates such phenomena but also challenges the emphases and assumptions of conventional epistemology and classroom discourse and offers a model to help us re-learn the unpredictability, plurality and openness to the production and distribution of knowledge that drama pedagogy can engender. Copyright © 2010 Taylor & Francis.
Original languageEnglish
Pages (from-to)175-192
JournalResearch in Drama Education: The Journal of Applied Theatre and Performance
Volume15
Issue number2
DOIs
Publication statusPublished - May 2010

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carnival
drama
classroom
joke
teacher
humor
epistemology
Hong Kong
research project
curriculum
discourse
student

Citation

Tam, P. C. (2010). The implications of Carnival theory for interpreting drama pedagogy. Research in Drama Education: The Journal of Applied Theatre and Performance, 15(2), 175-192.

Keywords

  • Bakhtin's dialogism
  • Drama pedagogy
  • Carnival theory
  • Language education
  • Classroom research