The Social Habitus of Drama: The Ontario Drama Curriculum in Theory and Practice

Autor/in	Gallagher, Kathleen
Titel	The Social Habitus of Drama: The Ontario Drama Curriculum in Theory and Practice
Quelle	In: Research in Drama Education, 21 (2016) 1, S.20-36 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-9783
DOI	10.1080/13569783.2015.1126172
Schlagwörter	Foreign Countries; Drama; Theater Arts; Curriculum Development; Theory Practice Relationship; Elementary Secondary Education; Student Educational Objectives; Creativity; Empathy; Social Justice; Critical Thinking; Teacher Attitudes; Interviews; Boards of Education; Neoliberalism; Content Analysis; Canada (Toronto) + Suchen Sie Ihr Suchwort? Ausland; Schauspiel; Theaterwissenschaft; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Theorie-Praxis-Beziehung; Kreativität; Empathie; Soziale Gerechtigkeit; Kritisches Denken; Lehrerverhalten; Interviewing; Interviewtechnik; Ausschuss; Neo-liberalism; Neoliberalismus; Inhaltsanalyse
Abstract	In this article, the author considers the place of drama in the formal curriculum in Ontario, Canada by considering its position in relation to curriculum theory and the texts that formally articulate it as a discipline to be taught in schools. The drama curriculum in Ontario aims to engage young people in activities and experiences that invite them to contemplate the diverse world in which they live and learn, to examine and question perspectives, and to consider issues of power and exclusion. These aspirations sit interestingly alongside considerations of the drama curriculum as exalted and rebuked by teachers, instructional leaders, and arts coordinators in a large school board in Toronto, Canada. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01