Seeing and seeing through: forum theatre approaches to ethnographic evidence
Ethnographic findings from a large qualitative research project on Religious Education in UK secondary schools uncovered contested meanings for the subject as a social practice. In order to bring to the fore some of the ways these contested meanings manifest themselves as confusions in the classroom...
| VerfasserInnen: | ; |
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
Routledge
2012
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| In: |
Journal of beliefs and values
Jahr: 2012, Band: 33, Heft: 3, Seiten: 329-342 |
| weitere Schlagwörter: | B
Ethnography
B Religious Education B forum theatre B Meaning |
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Volltext (lizenzpflichtig) |
| Zusammenfassung: | Ethnographic findings from a large qualitative research project on Religious Education in UK secondary schools uncovered contested meanings for the subject as a social practice. In order to bring to the fore some of the ways these contested meanings manifest themselves as confusions in the classroom, a performance ethnography was conducted, making use of Augusto Boal’s forum theatre approach. This involved distilling ethnographic evidence into dramatic vignettes, performing these in front of an audience of pupils, and asking the pupils for feedback on the experience. The feedback enabled the research team to triangulate their findings, by inverting the ethnographers’ gaze, allowing pupils to co-construct the meanings which the ethnographers had elicited from the data. The method is discussed in detail, as are the ways in which resource and examination pressures in the Religious Education classroom can obscure opportunities for authentic exploration of religious meanings in pupils’ lives and the contribution of the forum theatre and pupils’ reflections on how to remedy these distortions. |
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| ISSN: | 1469-9362 |
| Enthält: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617672.2012.732814 |