From Personae to Persons: A Good Drama

Autor/in	Geiger, Matthew W.
Titel	From Personae to Persons: A Good Drama
Quelle	In: Independent School, 75 (2016) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-9635
Schlagwörter	High School Students; Role Playing; Ethnography; Reflection; Teacher Student Relationship; Religious Education; Ethical Instruction; Intellectual Development; Spiritual Development; Moral Development; Student Development; Private Schools; Parochial Schools; Feedback (Response); Student Journals; Secondary School Teachers; Learner Engagement; Secondary School Curriculum + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rollenspiel; Ethnografie; Teacher student relationships; Lehrer-Schüler-Beziehung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ethics instruction; Teaching of ethics; Ethikunterricht; Mental development; Geistige Entwicklung; Moralische Entwicklung; Private school; Privatschule; Konfessionsschule; Studentenzeitung
Abstract	There are two kinds of drama that is normally associated with high school: the "drama" that accompanies social life in late adolescence and the dramas that are performed in a school's auditorium or performing arts center. The drama about which the author writes about in this article is of a different sort altogether. It is, however, like the first, social in nature and, like the second, a matter of playing roles/wearing masks. The author has found, through recent participatory action research with his own and other schools' students, that a greatly under-acknowledged and under-theorized educational issue is how students engage their curricular content insincerely, behind a façade or through a "persona," all the while giving the appearance of engaging meaningfully and in good faith. It turns out that more students than one might think adopt masks. It also turns out that a student's decision to either adopt a "persona" or be his or her true self is tied to the relational nature of a teacher's pedagogy. Through journal writing the author devised an ethnographic project to understand the effects of personalized teacher responses on student journal entries. (ERIC).
Anmerkungen	National Association of Independent Schools. 1620 L Street NW Suite 1100, Washington, DC 20036. Tel: 800-793-6701; Tel: 202-973-9700; Fax: 202-973-9790; Web site: http://www.nais.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01