東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Beyond the borders: A teacher's intr...

Stroud Stasel, Rebecca.

FindBook

Google Book

Amazon

博客來

Beyond the borders: A teacher's introspection on transformative pedagogy using critical theory and drama.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Beyond the borders: A teacher's introspection on transformative pedagogy using critical theory and drama./
作者:	Stroud Stasel, Rebecca.
面頁冊數:	218 p.
附註:	Source: Masters Abstracts International, Volume: 49-02, page: 0767.
Contained By:	Masters Abstracts International49-02.
標題:	Education, Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR65019
ISBN:	9780494650196

Beyond the borders: A teacher's introspection on transformative pedagogy using critical theory and drama.
Stroud Stasel, Rebecca.

Beyond the borders: A teacher's introspection on transformative pedagogy using critical theory and drama. - 218 p.

Source: Masters Abstracts International, Volume: 49-02, page: 0767.

Thesis (M.Ed.)--Queen's University (Canada), 2010.

This thesis explores a pedagogical enquiry that has transformed the way I think and the way I teach. I used a variety of critical and theatre theories to frame my enquiry and for four years consecutively, visited a non-government organization (NGO) in India that uses theatre as an alternate pedagogical tool. I reflected upon the methodological differences between the theatre practices of the NGO and my practices. I then turned my enquiry inward to consider how my learning informed my teaching practices. I then created an alternate theatre project for some students in the American Midwest with Ashok, an artist from India. Ashok spent twelve days training the students in what I refer to as action theatre, while I coordinated, observed and reflected. This theatre is a form of social activism; it is designed to provide a forum for the students to express their socio-political views and raise individual and collective social awareness in the process. After the training period, the students presented a play using these theatre methods. They engaged in discussion with their audience directly after their play. After the training period, Ashok returned to India. He took on the role of mentor and informant to my ongoing enquiry. My enquiry then shifted from an introspective one to a practical one. Some of the students who wished to do so continued creating plays in this fashion. I took over the leadership of the group at their school. A new theatre troupe was created and I used the concepts learned at the NGO and from Ashok in an American suburban context. The theatre troupe created plays for three years. When I moved back to Canada, the troupe stopped its operations. Some students in the group continued activist work using art as a medium by finding other opportunities. I turned my enquiry inward once again to reflect upon how these processes have changed the way I think and the way I teach.

ISBN: 9780494650196Subjects--Topical Terms:

1669025
Education, Pedagogy.

Beyond the borders: A teacher's introspection on transformative pedagogy using critical theory and drama.
LDR:02729nam 2200253 4500 001 1404057
005 20111116122920.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9780494650196
035 $a (UMI)AAIMR65019
035 $a AAIMR65019
040 $a UMI $c UMI
100 1 $a Stroud Stasel, Rebecca. $3 1683356
245 1 0 $a Beyond the borders: A teacher's introspection on transformative pedagogy using critical theory and drama.
300 $a 218 p.
500 $a Source: Masters Abstracts International, Volume: 49-02, page: 0767.
502 $a Thesis (M.Ed.)--Queen's University (Canada), 2010.
520 $a This thesis explores a pedagogical enquiry that has transformed the way I think and the way I teach. I used a variety of critical and theatre theories to frame my enquiry and for four years consecutively, visited a non-government organization (NGO) in India that uses theatre as an alternate pedagogical tool. I reflected upon the methodological differences between the theatre practices of the NGO and my practices. I then turned my enquiry inward to consider how my learning informed my teaching practices. I then created an alternate theatre project for some students in the American Midwest with Ashok, an artist from India. Ashok spent twelve days training the students in what I refer to as action theatre, while I coordinated, observed and reflected. This theatre is a form of social activism; it is designed to provide a forum for the students to express their socio-political views and raise individual and collective social awareness in the process. After the training period, the students presented a play using these theatre methods. They engaged in discussion with their audience directly after their play. After the training period, Ashok returned to India. He took on the role of mentor and informant to my ongoing enquiry. My enquiry then shifted from an introspective one to a practical one. Some of the students who wished to do so continued creating plays in this fashion. I took over the leadership of the group at their school. A new theatre troupe was created and I used the concepts learned at the NGO and from Ashok in an American suburban context. The theatre troupe created plays for three years. When I moved back to Canada, the troupe stopped its operations. Some students in the group continued activist work using art as a medium by finding other opportunities. I turned my enquiry inward once again to reflect upon how these processes have changed the way I think and the way I teach.
590 $a School code: 0283.
650 4 $a Education, Pedagogy. $3 1669025
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0456
690 $a 0727
710 2 $a Queen's University (Canada). $3 1017786
773 0 $t Masters Abstracts International $g 49-02.
790 $a 0283
791 $a M.Ed.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR65019