You are not logged in.
Openly accessible

Teaching and learning in the crucible: Actors with disabilities as experts preparing pre-service teachers to be inclusive educators

Raphael, Jo 2014, Teaching and learning in the crucible: Actors with disabilities as experts preparing pre-service teachers to be inclusive educators, Drama Research: International journal of drama research, vol. 5, no. 1, pp. 1-19.

Attached Files
Name Description MIMEType Size Downloads
raphael-teachingand-2014.pdf Published version application/pdf 739.48KB 43

Title Teaching and learning in the crucible: Actors with disabilities as experts preparing pre-service teachers to be inclusive educators
Author(s) Raphael, Jo
Journal name Drama Research: International journal of drama research
Volume number 5
Issue number 1
Start page 1
End page 19
Total pages 19
Publisher National Drama Publications
Place of publication London, England
Publication date 2014-04
ISSN 2040-2228
Keyword(s) applied drama
teacher education
inclusive education
Heathcote's Mantle of the Expert
Summary

Dorothy Heathcote understood teaching and learning to take place in a kind of ‘crucible’ in which participants, who are both teachers and learners, contribute to the mix sometimes resulting in a radical transformation. This paper reports the ways Heathcote’s ideas have influenced both research and practice in the Teaching for Diversity workshop - a drama workshop that brings together pre-service teachers, teacher educators and actors from Fusion Theatre, a community-based theatre company for people with intellectual disabilities.


In a reversal of the usual relationship, actors with disabilities are positioned as experts leading student teachers and lecturers in the drama workshop. This paper describes their transformation through a kind of mantle of the expert – the expert in the antechamber. Within this space all participants, as if in Heathcote’s crucible, are stirred into new understandings and pre-service teachers are challenged into new ways of thinking about disability and inclusive education.

Notes This article was first published in Drama Research: international journal of drama in education Volume 5 No 1 April 2014 at: www.dramaresearch.co.uk It is one of a wide range of articles on drama/theatre in education available by subscription to the journal at: http://www.nationaldrama.org.uk/journal/subscribe/ Access to the journal is free to members of National Drama. Join National Drama at http://www.nationaldrama.org.uk/membership/
Language eng
Field of Research 130201 Creative Arts, Media and Communication Curriculum and Pedagogy
130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2014, National Drama Publications
Persistent URL http://hdl.handle.net/10536/DRO/DU:30062909

Document type: Journal Article
Collections: Faculty of Arts and Education
Open Access Collection
Connect to link resolver
 
Link to Related Work
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 208 Abstract Views, 45 File Downloads  -  Detailed Statistics
Created: Mon, 05 May 2014, 15:26:11 EST by Jo Raphael

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.