Imagining the possible: using drama for gender equality in schools

Title: Imagining the possible: using drama for gender equality in schools
Creator: Hatton, Christine
Relation: Drama in Education: Exploring Key Research Concepts and Effective Strategies p. 128-146
Publisher Link: http://dx.doi.org/10.4324/9780429464928
Publisher: Routledge
Resource Type: book chapter
Date: 2020
Description: This chapter provides an analysis of drama practice and research for and about gender equality. Arguing for a rethinking of drama’s core purposes and processes, Hatton shows that using drama for gender equality is a complex pedagogical process and a radical act, potentially unhinging deeply held prejudices about gender, social justice and equity. Drawing on her research on using drama with adolescent girls, Hatton argues that teachers and researchers who work critically on gender in and through drama can problematise participants’ knowledge in safe ways, where the drama can hold difficult ideas at play or at arm’s length for critique and scrutiny, and, importantly, for reconfiguration and re-presentation through the creative use of symbolism and form.
Subject: drama; schools; gender equality; social justice; equity
Identifier: http://hdl.handle.net/1959.13/1449983
Identifier: uon:43796
Identifier: ISBN:9781138612822
Language: eng

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