The value of drama-in-education as a decolonising pedagogy through embodied drama strategies in a higher education classroom
In this paper I provide a detailed account of how drama-in-education was used to engage third-year university students in an education module entitled Issues and challenges in education. The aim of the research was to introduce aspects of decolonisation in South Africa through the module and to implement drama-in-education strategies, such as the use of tableaux, improvisation, and role plays to enhance the understanding of these issues. The data collection method I implemented was based on students’ written reflections on their experiences of drama-in-education as pedagogy in this module. The findings indicated that although students were initially resistant to engaging with the drama-in-education process, through their embodied participation they became more involved in their learning. They felt that, since the strategies provided a context for learning, the issues that led to enhanced learning, engagement, and reflection could be interrogated more critically. I argue that as a decolonising pedagogy in the university lecture room, drama-in-education contributes significantly to an enhanced understanding of teaching and learning and the development of students’ critical and creative skills.
Copyright (c) 2018 Logamurthie Athiemoolam
This work is licensed under a Creative Commons Attribution 4.0 International License.Authors retain copyright of their work, with first non-exclusive publication rights granted to Journal of Education. Authors agree that any subsequent publication of the article will credit the Journal as the site of first publication and provide a link to the Journal website. Authors contributing to Journal of Education agree to publish their articles under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, allowing third parties users to copy, distribute and transmit an article as long as the author is attributed, the article is not used for commercial purposes, and the work is not modified or adapted in any way, and that in the event of reuse or distribution, the terms of this license are made clear. Note: Authors who may need to comply with the particular open access requirements of their funding bodies can apply to JoE for a more liberal licence, such as Creative Commons CC BY.