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THE EFFICACIOUS IMPLEMENTATION OF GAMES INTO ELT TO YOUNG LEARNERS ...
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Experience and problems of teaching Czech as a foreign language to students of Medicine ... : ОПЫТ И ПРОБЛЕМЫ ОБУЧЕНИЯ СТУДЕНТОВ МЕДИЦИНЫ ЧЕШСКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ ...
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S. Cita. - : Международный журнал гуманитарных и естественных наук, 2019
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Review: Charles Goodwin (2018). Co-Operative Action
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Vol. 20 No. 1 (2019) ; Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Vol. 20 Núm. 1 (2019) ; Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Bd. 20 Nr. 1 (2019) ; 1438-5627 (2019)
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What is Community-led Housing? Proposal for a Co-operative Housing Development
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Review: Charles Goodwin (2018). Co-Operative Action
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 20 ; 1 ; 7 ; Goodwin, Charles ; 2018 ; Co-operative action ; Cambridge ; Cambridge University Press ; 978-0-521-86633-0 (2019)
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ОСОБЕННОСТИ ОТЕЧЕСТВЕННОГО ГРАЖДАНСКОГО ЗАКОНОДАТЕЛЬСТВА В КОНЦЕ 80-Х - НАЧ. 90-Х ГГ. XX ВЕКА
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ДЕРЯБИНА Е.С.. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования "Пермский государственный национальный исследовательский университет", 2015
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Effect of Science Anxiety (SA) and Modern Strategies to Combat SA in Grade 4 to 8 Teachers as well as Students
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Exploring Conditions for Transformative Learning in Work-Integrated Education
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Fostering positive peer relations in the primary classroom through circle time and co-operative games
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In: ISSN: 0300-4279 ; Education 3-13 ; https://hal.archives-ouvertes.fr/hal-01119398 ; Education 3-13, Taylor & Francis (Routledge), 2014, 42 (2), pp.125-137 (2014)
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| 10 |
Exploring Conditions for Transformative Learning in Work-Integrated Education
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| 11 |
Uncovering the Role of Community Health Worker/Lay Health Worker Programs in Addressing Health Equity for Immigrant and Refugee Women in Canada: An Instrumental and Embedded Qualitative Case Study
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Uncovering the Role of Community Health Worker/Lay Health Worker Programs in Addressing Health Equity for Immigrant and Refugee Women in Canada: An Instrumental and Embedded Qualitative Case Study
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| 13 |
Lexicographic Training at the Bureau of the Woordeboek van die Afrikaanse Taal
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In: Lexikos; Vol. 8 (1998) ; 2224-0039 (2012)
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Lexicographic Training at the Bureau of the Woordeboek van die Afrikaanse Taal
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In: Lexikos, Vol 8, Iss 1 (2012) (2012)
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Knowing why and daring to be different: becoming and being teachers-as-learners
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Theatre of the Oppressed A Manual for Educators
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In: Master's Capstone Projects (2010)
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Abstract:
Promoting social equity and justice, I think, are not just important but essential qualities in a good educator. My experience as a graduate student at University of Massachusetts helped me understand and practice different ways in which this could be done. For instance, I learnt how I could promote social justice through changes in curriculum, co-operative learning, inter-group dialogues or multicultural education. However, my search was for a method that did not require literacy as a pre-requisite and that went beyond mere conversations about social justice. One of the key elements of the power structures which lead to oppression, I felt, was the ability to read and write. Hence, fighting oppression with a tool which required proficiency in reading and writing, to me, was still buying into the oppression. Secondly, although engaging in dialogues about ethnic or racial differences was crucial, I felt it needed a more action-oriented element to complement it. What could this method be? It had to transcend the barriers of literacy and also have a strong action component. As I reflected upon my experience in India, there was one art form which seemed to have both these qualities. Theatre. I had seen it performed across villages and cities alike in India. It had a universal appeal. Although, most of what I had seen seemed to serve a primarily entertainment purpose, there were a few plays which highlighted oppression. Plays like “Ismat Aapa ke Naam” [In the honor of Ismat] dealt with issues like society’s reaction to homosexuality. Others like “Zahareeli Hawa”[Poisonous Air] chronicled the Bhopal gas tragedy. In all these plays, though, the audience was a silent spectator and the purpose was to inform. Hence, when I came across a form of theatre which could lead to social equity by involving the audience actively, I wanted to learn it, to master it. It was a form of theatre attributed to the noted Brazilian activist Augusto Boal and was appropriately called the “Theatre of the Oppressed” (TO). So, in January 2010, I spent almost a month in intense workshops with other participants and a teacher who had worked with Augusto Boal himself! It was a powerful experience of doing theatre and I searched for ways in which I could bring it to schools. I looked for books, articles videos, podcasts - anything that could send to my colleagues and educators. But I soon realized that I had been fortunate in finding a workshop on TO. It was the only way to learn this unique and intense form of theatre. I could find TO activities and theatre games but I could not find find anything on how one could proceed with these games and activities. A step-by-step approach to doing Theatre of the Oppressed was simply not available. It was then that the idea of writing a Manual on Theatre of the Oppressed took shape. As I thought more about it and talked to my colleagues in theatre, I felt that a manual that could serve as a “how-to” guide for those who would like to bring TO into a classroom/workshop environment was much needed. My colleagues encouraged me on this endeavor and I am deeply grateful for all their comments and help which went towards making this manual a reality.
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Keyword:
Accessibility; Active; Activist; and Multicultural Education; Art Form; Audience; Augusto Boal; Bilingual; Co-operative Learning; Curriculum; Curriculum and Social Inquiry; Disability and Equity in Education; Educational Methods; Educator; Guide; How to; Inter-group Dialogues; International and Comparative Education; Justice; Literacy; Manual; Multicultural Education; Multilingual; Oppression; Power Structures; Practice; Promotion; Social Equity; Social Justice; Spectator; Teacher Education and Professional Development; Theater; Theatre and Performance Studies; Theatre of the Oppressed
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URL: https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1010&context=cie_capstones
https://scholarworks.umass.edu/cie_capstones/11
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HUMANISTIC STRATEGIES IN THE EFL SPEAKING CLASS
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In: K@ta: A Biannual Publication on the Study of Language and Literature, Vol 3, Iss 2, Pp 92-108 (2001) (2001)
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