Educational drama in education
Educational drama in education for sustainable development: ecopedagogy in action
he 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.
View full text
Download full text
Keywords education for sustainable development, educational drama, pedagogy, ecopedagogy, global citizenship education
Related articles
View all related articles
Share on facebookShare on twitterShare on emailMore Sharing Services
Add to shortlist
Link
Download Citation
Recommend to:
A friend Information
Full text
References
Citations
Reprints & permissions
Abstract
Jump to section
Background and location of the research
A pedagogical approach
he 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.
View full text
Download full text
Keywords education for sustainable development, educational drama, pedagogy, ecopedagogy, global citizenship education
Related articles
View all related articles
Share on facebookShare on twitterShare on emailMore Sharing Services
Add to shortlist
Link
Download Citation
Recommend to:
A friend Information
Full text
References
Citations
Reprints & permissions
Abstract
Jump to section
Background and location of the research
A pedagogical approach
Citations: Conclusion An analysis of the literature pertaining to the effective delivery of ESD in the school curriculum (McNaughton 2007) revealed ESD to be underpinned by six pedagogical themes Holistic learning The integrated, holistic nature of learning is a recurrent theme in environmental and sustainable development educational research (Palmer 1998, Sterling 2001) Based on and in the environment Education outside of the classroom, in the environment, is identified as a basic principle in ESD (SOEnD 1993) Focused on values At the heart of sustainable living there must be a set of values, held by individuals and by society, by which they try to live and make choices (Wells and Scott 1992; UNCED 1992)