|
The links between Applied Theatre and Critical Pedagogy (CP), a social justice oriented educational paradigm, have been studied by a number of authors (Dawson, Cawthon, & Baker, 2011; Doyle, 1993; Freebody & Finneran, 2013; Grady, 2003; O'Connor, 2013). However, they have seldom been analysed in a Latin American school context, like Chile, a country characterised by a neoliberal educational system (Cavieres-Fern?ndez & Apple, 2016). This study explores how Drama in Education (DiE) opened up spaces for CP in Chilean teachers' practices, analysing the factors that facilitated or hindered the opening of such spaces. DiE is understood here as a branch of Applied Theatre that uses theatrical and dramatic strategies as a methodology for teaching-and-learning across the curriculum (Ackroyd, 2007).
A case study approach was adopted for this exploration, focusing on a Continuing Professional Development (CPD) Programme designed and facilitated by the researcher in a Sc...
|
