Modeling Social Activism and Teaching About Violence Against Women Through Theatre Education

Pataki, Sherri P.; MacKenzie, Scott A.

doi:10.1177/0361684312462015

Cited by 5 publications

(3 citation statements)

References 2 publications

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“…Role-play is an anchor of drama and, therefore, a natural tool for the classroom. This "theatre" pedagogy is fast becoming popular in other fields: educating physiotherapists to become more empathic (Below, 2016); engaging an intercultural approach in language learning (Crutchfield & Schewe, 2017) and education around violence against women (Pataki & Mackenzie, 2012), to name a few. Are there possibilities in other classrooms?…”

Section: Providing Tools To Think Creativelymentioning

confidence: 99%

Teacher's perceptions of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

Hellens¹

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In preparing students for living in the 21 st century there has been a re-focus on thinking skills, particularly critical and creative thinking. Current belief, highlighted in schools' curricula around the world is that creativity is seen as 'for all' and should be visible within a school community, yet views of employers suggest students lack this necessary capability. In response to such concerns 21 st century skills have been I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School.

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Section: Providing Tools To Think Creativelymentioning

confidence: 99%

Teacher's perceptions of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

Hellens¹

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“…Forum theatre is a mechanism to explore socially conscious issues through theatre and supports the development of social change (Boal, 2000). The implementation of this technique showed that the children were able to develop skills in critical thinking, empathy and social engagement (Pataki & Mackenzie, 2012), countering the traditionally held perception that children are passive recipients of knowledge (Bury, Popple & Barker, 1998).…”

Section: 'It Made Me Feel a Bit Sad Because Sometimes I Don't Realisementioning

confidence: 99%

Young people's experiences of an anti-bullying Drama in Education workshop six months' post-participation

Mitchell

2020

British Journal of Child Health

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The purpose of this primary research study was to explore young people's experiences of an anti-bullying Drama in Education workshop, to understand the meanings young people have attributed to their experiences in relation to the workshop using an interpretative study design and to understand if the intervention has influenced participant's knowledge, skills, and behaviours in bullying situations. The research aims to fill the knowledge gap of the mechanisms in which arts and health promotion and health education interventions enhance social and cognitive skills in young people and the longitudinal impact of drama interventions and their relevance in enhancing long-term skills and knowledge.

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“…Encouraging Feminist Discussion in Asynchronous Online Teaching Madeleine Pownall 1  Cultivating lively debate and discussion is at the heart of feminist teaching and scholarship (e.g., Elliot, 1993;Forrest & Rosenberg, 1997;Riger, 1992). Feminist teaching regularly involves hands-on activities, group-based discussions, or collaborative working to explore the nuances and complexities of the psychology of women (Moors, 2020;Pataki & Mackenzie, 2012;Robinson-Keilig et al, 2014). However, following the shift to online teaching prompted by the COVID-19 pandemic, engaging students creatively and meaningfully in critical debate and discussion is a key challenge (Fear & Erikson-Brown, 2014).…”

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Encouraging Feminist Discussion in Asynchronous Online Teaching

Pownall

2021

Psychology of Women Quarterly

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Modeling Social Activism and Teaching About Violence Against Women Through Theatre Education

Cited by 5 publications

References 2 publications

Teacher's perceptions of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

Teacher's perceptions of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

Young people's experiences of an anti-bullying Drama in Education workshop six months' post-participation

Encouraging Feminist Discussion in Asynchronous Online Teaching

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Modeling Social Activism and Teaching About Violence Against Women Through Theatre Education

Cited by 5 publications

References 2 publications

Teacher's perceptions&nbsp;of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

Teacher's perceptions&nbsp;of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

Young people's experiences of an anti-bullying Drama in Education workshop six months' post-participation

Encouraging Feminist Discussion in Asynchronous Online Teaching

Contact Info

Product

Resources

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Teacher's perceptions of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

Teacher's perceptions of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions