Ethics, Identity, and the Dramatherapy-informed Classroom

Processes of Identity Negotiation and Performance
1. Auflage 2024
ISBN: 978-1-032-72985-5
Verlag: Routledge

Buch, Englisch, 164 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 417 g

Reihe: Routledge Research in Creative Arts and Expressive Therapies

Using the drama classroom to shape an active, student-centred space and foster a new perspective for understanding the dramatherapeutic change-process, this book explores the processes that underpin the ways young people negotiate and perform their identities as ethical people.

Arguing for the retention of process-based exploratory drama on the curriculum, chapters critique the impact of neoliberalism and managerialism on the development of young people’s ethics and values. Using concepts such as aesthetic distance, encoding, the role of audience and witness, and the contrast between individual, multi, and group roles, to enable students to develop as thinking, reflecting people, the book argues that dramatherapy should not be limited to clinical settings, disconnected from classrooms and the pedagogical contributions that it can make. By absorbing dramatherapy into the broader field of education, an expanded understanding of the concept of the managed classroom space can be gained, based on an understanding of the multiple embodied psychosocial relational processes at play in the drama classroom.

This innately multidisciplinary book will be of use to scholars, researchers, and postgraduate students studying drama education, dramatherapy, and curriculum studies more broadly. Drama teachers and educators will also find this volume of use.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

Roberts, Jeanne

Fachgebiete

• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Psychologische Theorie, Psychoanalyse

Inhaltsverzeichnis

Chapter 1: Introduction

Chapter 2: Resisting the Neoliberal Binary

Chapter 3: The Situated Mindbody: Embodied Psychosocial Relationality

Chapter 4: Bridging the Theory/Practice Divide: What Is Actually Going On Inside the Classroom and How Do We Know?

Chapter 5: Group Drama: Trust the Process

Chapter 6: Functional-, Fictional-, and Relational-Roles

Chapter 7: The Choices I Make as Teacher

Chapter 8: Conclusions: Negotiating Change in the Overlaps and the Spaces In-between

Über Autor(innen)

Jeanne Roberts worked as head of drama in secondary schools for over 30 years in the UK and the Crown Dependencies. She received her doctorate from Leeds Beckett University, UK, and is a full member of the British Association of Dramatherapists (BADth).