Literaturnachweis - Detailanzeige
Autor/inn/en | Jones, Karis; Storm, Scott; Castillo, Jennifer; Karbachinskiy, Sasha |
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Titel | Chasing New Worlds: Stories of Roleplaying in Classroom Spaces |
Quelle | In: Journal of Language and Literacy Education, 17 (2021) 1, (17 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1559-9035 |
Schlagwörter | Role Playing; Educational Games; Teaching Methods; Self Concept; Educational Environment; Teacher Education Programs; Kindergarten; Elementary Secondary Education; Social Justice; Story Telling; Action Research; Participatory Research; Metacognition; Imagination; Literature; Poetry; Empathy; Teacher Attitudes; After School Programs; Literacy Education Rollenspiel; Educational game; Lernspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Gerechtigkeit; Projektforschung; Forschungstätigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Literatur; Lyrik; Poesie; Empathie; Lehrerverhalten; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm |
Abstract | We explore our experiences with roleplaying games across learning environments, chasing communal questions such as: how can teachers engage with the possibilities of roleplaying in classroom spaces, and how can we leverage such practices to open up spaces for youth to bodily experience texts, express identities, and imagine new worlds? This article explores roleplaying across contexts--in school, after school, in teacher education, and in K-12 settings. The authors reflect on our experiences using humanizing methods to critically investigate roleplaying with youth. (As Provided). |
Anmerkungen | Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |