University of Melbourne
The disruptive aesthetic space: drama as pedagogy for challenging pre-service teacher attitudes towards students with disabilities.
Degree: 2013, University of Melbourne
Increasingly throughout Australia and internationally, there has been a movement towards the inclusion of students with mild to severe disabilities in regular classrooms. This has led to an increased need to ensure that regular teachers are adequately prepared to teach inclusively.
This study brings together pre-service teachers and their lecturers with members of a community-based theatre company for people with intellectual disabilities. In a reversal of the usual relationship, the people with intellectual disabilities, working with the researcher, lead the pre-service teachers and lecturers in drama workshops with a focus on teaching for diversity, in which they learn with and from each other. The workshops explore the education experiences of students with disabilities and inclusive education through practical activities involving applied drama, group activities and reflection.
This is a qualitative study that describes the nested relationship of three research methodologies that fit one inside the other and work together to inform research questions articulated as a shared research vision: teachers and people with disabilities working together in drama to foster enhanced understanding of teaching for diversity. The primary and overarching methodology is reflection on practice. The researcher as reflective practitioner spans the worlds of the theatre company in the role of workshop director, and the university in the role of teacher educator. The workshops have been repeated over five years and data was collected in three of these years allowing for a participatory action research approach. This second methodological approach opened a communicative space in which all those involved in the teaching and learning practice have a right to speak and act in transforming things for the better. The third approach is that of arts-based research, where drama strategies within the workshops serve both as pedagogy and a mode of inquiry.
The drama workshop as an embodied, cognitive and affective pedagogical encounter is considered and explored using post-structural concepts as tools to disrupt habits of thinking about practice. Analysis of the data reveals how elements of discomfort and disorientation, as well as shared experiences of beauty, grace and laughter, are significant. The disruptive aesthetic space of the workshop is understood ultimately as a creative space of transformation in which participants are stirred into new understandings about disability and inclusive education.
The thesis contributes to the body of research that considers the place of the arts-based encounter, affect and aesthetics in transformative learning. It has a particular contribution to make to the question of how we might disrupt negative or limiting attitudes that teachers sometimes hold towards teaching students with disabilities. It offers an example of a kind…
Subjects/Keywords: applied drama; inclusive education; pre-service teacher education; teaching for diversity; drama as pedagogy; affective embodied pedagogy; theatre and disability; actors with disability; participatory action research; arts-based inquiry; transformative research
to Zotero / EndNote / Reference
APA (6th Edition):
RAPHAEL, J. (2013). The disruptive aesthetic space: drama as pedagogy for challenging pre-service teacher attitudes towards students with disabilities. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/38306
Chicago Manual of Style (16th Edition):
RAPHAEL, JO-ANNE. “The disruptive aesthetic space: drama as pedagogy for challenging pre-service teacher attitudes towards students with disabilities.” 2013. Doctoral Dissertation, University of Melbourne. Accessed September 18, 2019.
MLA Handbook (7th Edition):
RAPHAEL, JO-ANNE. “The disruptive aesthetic space: drama as pedagogy for challenging pre-service teacher attitudes towards students with disabilities.” 2013. Web. 18 Sep 2019.
RAPHAEL J. The disruptive aesthetic space: drama as pedagogy for challenging pre-service teacher attitudes towards students with disabilities. [Internet] [Doctoral dissertation]. University of Melbourne; 2013. [cited 2019 Sep 18].
Available from: http://hdl.handle.net/11343/38306.
Council of Science Editors:
RAPHAEL J. The disruptive aesthetic space: drama as pedagogy for challenging pre-service teacher attitudes towards students with disabilities. [Doctoral Dissertation]. University of Melbourne; 2013. Available from: http://hdl.handle.net/11343/38306