UNESCO-NIE Centre for Arts Research in Education (CARE)

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Journal: 
Youth Theatre Journal
Name(s) of Author/Editor(s): 
Helen Cahill
Refereed: 
Yes
Volume No.: 
25
Issue No.: 
1
Page numbers of article: 
16-31
Year of publication: 
2010
Country of publication: 
USA
Country of Research Data: 
Australia
Language: 
English
Abstract: 

This article explores the way in which drama can be used for deconstruction. A reflective practitioner methodology is used to present case stories that examine the use of drama to assist participants to engage in deconstruction of the discourses that shape teacher-student relations. Analysis of the workshop experience is used to argue that the selection of the dramatic form influences the knowledge that is created within the drama. Naturalistic drama conventions tend to invite replication of dominant stereotypes, while certain antinaturalistic devices more readily draw attention to the constructed nature of meaning.

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