Relational Pedagogy in a New Zealand Secondary School Drama Classroom

Abstract

<p>Aspects of relational pedagogy were examined in a Year 13 Drama classroom in a large state secondary school over a week of lessons. The teacher and six students who volunteered to take part in the research were observed then interviewed about the nature of relationships in the classroom that week, and in general. The teacher and students in the class related to each other in a positive and constructive manner as they worked together on developing a piece of drama. The students reflected on the importance of their relationship with their teacher and their peers as part of their learning. These findings suggest the nature of how Drama is taught promotes the development of relationships in a classroom. This development impacts positively on their understanding of themselves and others, and their learning in and of Drama.</p>

Terror and Sexual Assault: Ovid’s Presence in Fiona Benson’s Vertigo & Ghost

“…8 -Gloyn (2013) ''Focusing discussion so closely on the ancient text seemed to provide them with a safe space to consider the actions depicted there without feeling attacked or unable to participate' (680). See also Marturano (2020). 9 -Wardrop (2012) 'What Ovid's representation of the rape of Philomela gives me, along with the hurt, is a representation of the complexity of talking about what cannot be talked about, and of representing silence, and the complexity of finding ways to communicate, to teach, what cannot be spoken, and the shame displaced onto a survivor for a crime she did not commit [...] Teaching Philomela's and Procne's story becomes a way to illustrate how the 'topoi' -the scripts -of rape and sexual violence function in Augustan poetry, in terms of a dynamics between arma and amor and illustrative of anxieties over Romanitas and what constitutes a man, a vir, under Augustus.…”