This three phase research project, conducted with low-income students of color in an urban high school, addresses the use of process drama and playmaking as primary modes for addressing components of best practice in multicultural education, and altering the reproduction of hegemonic ideologies in schools. Further, the effects of classroom community on the learning outcomes of the project are considered. This is a qualitative study using participant observation as a primary form of data collection, followed by ethnographic interviews. Data analysis followed a primarily inductive process with a focus on the development of grounded theory to explain the outcomes. Discussion of project outcomes are considered in relationship to literature on the nature of ideologies, the ways that public schooling both supports and exacerbates existing dynamics, the suitability of public schools as potential sites of change in these dynamics, and the potential of applied drama/theatre to provide a viable alternative curricular approach for facilitating change in hegemonic reproduction in schools.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:560100 |
| Date | January 2011 |
| Creators | Nelson, Bethany |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/45734/ |
Page generated in 0.011 seconds