This study explores how British children make sense of traditional Chinese stories through participatory drama, by means of physical and verbal responses. The author conducted her fieldwork through teaching identical drama schemes within two demographically and ethnically distinctive primary schools. The key underpinning methodological approach within the study is ethnographic case studies. The field work lasted one term in each school, with between 13 to 15 hours of teaching time per group. The methods for collecting data included the pre-questionnaire and interviews with children, as well as the following: drama conventions such as forum theatre and still images, visual and image evidence captured by video camera and photography, children’s writing and drawing, a post-evaluation sheet, interviews with teachers, participant observations and field notes. The analysis of qualitative data is presented in two interwoven threads. One thread follows the logic of the ethnographic approach to present the findings of each scheme of work in both schools, in chronological order. The other thread is a thematic analysis, based on grounded theory. These methods may be seen to be integral and complementary to one another. In essence, the author suggests that drama education is a practical model for the pursuit of cosmopolitan education within the modern globalised world. Some limitations and constraints in the research are nonetheless discussed, and pertinent alternatives and improvements are presented. Suggestions for future researchers who wish to conduct similar research projects are provided, and the potential for this research to be extended on a larger scale is indicated.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:582468 |
| Date | January 2013 |
| Creators | Lo, Chia-Yu |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/57921/ |
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