Educational Drama in Education for Sustainable Development: Ecopedagogy in Action

Autor/in	McNaughton, Marie Jeanne
Titel	Educational Drama in Education for Sustainable Development: Ecopedagogy in Action
Quelle	In: Pedagogy, Culture and Society, 18 (2010) 3, S.289-308 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
Schlagwörter	Foreign Countries; Video Technology; Citizenship; Citizenship Education; Active Learning; Sustainable Development; Teaching Methods; Global Education; Drama; Environmental Education; Case Studies; Elementary School Students; Interviews; Observation; Student Evaluation; Discourse Analysis; Instructional Effectiveness; Class Activities; Dramatic Play; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Staatsbürgerschaft; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Aktives Lernen; Nachhaltige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Globales Lernen; Schauspiel; Umweltbildung; Umwelterziehung; Umweltpädagogik; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Schulnote; Studentische Bewertung; Diskursanalyse; Unterrichtserfolg; Dramatisches Mittel; Theaterstück
Abstract	The research on which this paper is based is a response to the UNESCO directive for the Decade of Education for Sustainable Development (ESD) 2005-2014. Educators are advised to prepare young people for sustainable development and global citizenship and the Arts should be included in programmes in ESD. This paper presents an overview of a research project based on the hypothesis that educational drama might be a useful medium for teaching and learning in environmental, sustainable development and global citizenship education. Central to the project, an ethnographic case study employing a multi-case approach, based on three research questions, was a series of drama-ESD lessons, taught to three classes of 10-11 year old children in three primary schools in the West of Scotland. Data were gathered using a range of instruments: interviews; observation schedules; pupil evaluations; research-practitioner reflective field notes; and video-recordings of the lessons. This paper presents a summary of the results of the extensive, multi-dimensional analysis of the data, in terms of the pedagogical themes that began to emerge. The final section of the paper suggests that there are many pedagogical approaches common to educational drama and ESD and that, indeed, a range of dramatic techniques and conventions can be an important addition to the repertoire of active learning approaches employed by the ESD educator. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10