Moving Spaces: Mapping the Drama Room as Heterotopia

Autor/in	Szatek, Elsa
Titel	Moving Spaces: Mapping the Drama Room as Heterotopia
Quelle	In: Education Sciences, 10 (2020), Artikel 67 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Szatek, Elsa)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Drama; Females; Community Programs; Foreign Countries; Classroom Environment; Environmental Influences; Performance; Adolescents; Theater Arts; Space Utilization; Social Influences; Resistance (Psychology); Gender Issues; Sweden + Suchen Sie Ihr Suchwort? Schauspiel; Weibliches Geschlecht; Ausland; Klassenklima; Unterrichtsklima; Environmental influence; Umwelteinfluss; Achievement; Leistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Theaterwissenschaft; Raumnutzung; Sozialer Einfluss; Resistenz; Geschlechterfrage; Schweden
Abstract	This article is aimed at exploring the political characteristics of the drama space, which reflects, juxtaposes, and opposes particular sites in a participant's everyday life, such as the school. By putting spatial theories to work, this article investigates the drama space belonging to an all-girls community group in Sweden, participation in which is voluntary and where the artistic work produced relies on a democratic process, with the girls' input being vital. I conceptualise the drama room as a heterotopia that functions as an exclusive and excluding space as a well as a space of resistance. Based on interviews with the girls, this ethnographic study challenges the conventional notion that applied drama is only an interrelational matter between the drama participants. By examining the drama room's role as the 'other place' in the girls' everyday lives while being connected to 'everyday' places, this article demonstrates the drama room as an important space for the girls to have agency, there and elsewhere. When placing space and place in the foreground, a 'dramaspaceknowledge' emerges, the influence of which stretches beyond the drama room. This article argues that the girls' dramaspaceknowledge is utilised when creating a performance and while challenging structures and norms elsewhere, such as in their schools and communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01