LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Languages: English
Types: Doctoral thesis
Subjects: LB, PN2000
In Singapore, there is an increasing presence of theatre artists as educators across\ud varied sectors of the educational institutions. However despite their active\ud engagement with education, research on what and how they do their teaching is\ud limited. This thesis sets out to investigate the theatre artists’ teaching practices in\ud education settings. The literature reviewed as part of this inquiry point to an\ud identifiable system of pedagogy in the theatre artists’ teaching practices. As such,\ud one of the key strands of this research is to identify and name what is distinctive\ud about theatre artists’ teaching practices. But more than just identifying\ud characteristics, I am interested in understanding if there is an overarching philosophy\ud that guides these practices. To that end, I conceptualised a framework, which\ud examines the theatre artists’ teaching practices as inhabiting a nested nexus of two\ud distinguishably separate fields: Theatre and Education. Each with its own variegated\ud influences and systems of knowledge and values that govern practices.\ud Working with an overarching Bourdieusean theoretical framework, in particular\ud habitus and field, as well as invoking Lyotard’s notion of differend, the study relies\ud on interdisciplinary theories to aid explication of key concepts related to the study.\ud The study also employs a melding of ethnographic case study and reflective\ud practitioner as its methodology. Additionally, it works with “critiquing across\ud difference” (Lather 2008) as a means to challenge and destabilise the reflective\ud practitioner lens. This is achieved by structuring the research into two phases. Phase\ud I involves researching in England. Working with four theatre artists, I examine how\ud each assumes their position as educators in various education settings both within\ud and beyond the school environment. The opportunity gained from this experience\ud informed Phase II research in Singapore, the main focus of this inquiry.\ud The findings suggest that to understand theatre artists’ teaching practices require an\ud examination of contexts influencing their teaching acts. This includes their layered\ud histories of both artistic and teaching experiences as well as the relationship they\ud have with the school culture and the objectives and needs of their teaching projects.\ud Additionally, in examining their teaching moments, the study discovers a pattern of\ud doing the same approaches or strategies, differently. Working from the data, an\ud overarching world view guiding the construction of their teaching practices is\ud eventually proposed.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Alexander, R. (2000). Culture and pedagogy: international comparison in primary education. Oxford; Malden, M.A.: Blackwell Publishers.
    • Alexander, R. (2005). Towards dialogic teaching: rethinking classroom talk. 2nd ed. Cambridge: Dialogos.
    • Alfian, S. (2001). A history of amnesia: poems. Singapore: Ethos Books. Allen, J. (2003). In the question of language. In: Pryke, M., Rose, G. & Whatmore, S., eds. Using social theory: thinking through research. London: SAGE Publications.
    • Alsagoff, L. (2010). English in Singapore: culture, capital and identity in linguistic variation. World Englishes, 29(3), pp. 336 - 348.
    • Andrews, B. W. (2010). Seeking harmony: teachers' perspective on learning to teach in and through the arts. Encounters on education, 11, pp. 81- 98.
    • Appiah, A. K. (2006). Cosmopolitanism: ethics in a world of strangers. London; New York: W.W. Norton & Co.
    • Archer, M. (2000). Being Human: the problem of agency. Cambridge: Cambridge University Press.
    • Archer, M. (2007). Making our way through the world: human reflexivity and social mobility. Cambridge: Cambridge University Press.
    • Archer, M. (2010). Routine, reflexivity, and realism. Sociological theory, 28(3), pp. 272 - 303.
    • Bourdieu, P. (1996b). Understanding. Theory, culture and society, 13(2), pp. 17 - 37.
    • Maddock, M., Drummond, M. J., Koralek, B., & Nathan, I. (2007). Doing school differently: creative practitioners at work. Education 3-13, 35(1), pp. 47 - 58.
    • Tan, A. (1997). Preface. In: Krishan, S., ed. Nine lives: ten years of Singapore theatre 1987- 1997. Singapore: The Necessary Stage, pp. 8 - 9.
    • methodologies for drama education. Stoke- on-Trent, UK; Sterling, USA: Trentham Books. pp. 41 - 62.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article