Decolonising Pedagogies in Prison Performance Programmes: Making Shakespeare Secondary

Autor/in	Dreier, Jenna
Titel	Decolonising Pedagogies in Prison Performance Programmes: Making Shakespeare Secondary
Quelle	In: Research in Drama Education, 26 (2021) 3, S.477-493 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-9783
DOI	10.1080/13569783.2021.1938993
Schlagwörter	Correctional Institutions; Institutionalized Persons; Drama; Females; English Literature; Case Studies; Risk; Disadvantaged; Foreign Policy; Theater Arts; Program Descriptions; Correctional Education; Standards; Teaching Methods; Personal Autonomy; Knowledge Level; Caring; Michigan (Detroit) + Suchen Sie Ihr Suchwort? Jugendstrafvollzug; Schauspiel; Weibliches Geschlecht; Englische literatur; Case study; Fallstudie; Case Study; Risiko; Außenpolitik; Theaterwissenschaft; Fürsorgeerziehung; Standard; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Autonomie; Wissensbasis; Care; Pflege; Sorge; Betreuung
Abstract	Shakespeare's elite cultural status bolsters the sense of achievement and empowerment experienced by participants in prison performance programmes; and yet, such engagements paradoxically risk further marginalising participants by reinforcing a colonial mentality in which Shakespeare represents an offering from a morally superior white culture. Taking the Detroit Public Theatre's Shakespeare in Prison (SIP) programme for women as my central case study, I apply a decolonising lens in order to identify pedagogies and practices that help SIP to prioritise participant knowledge and agency, prioritise an ethics of care over high production standards, and prioritise relationality over the individualist rhetoric of rehabilitation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01