The value of drama-in-education as a decolonising pedagogy through embodied drama strategies in a higher education classroom

Abstract

In this paper I provide a detailed account of how drama-in-education was used to engage third-year university students in an education module entitled Issues and challenges in education. The aim of the research was to introduce aspects of decolonisation in South Africa through the module and to implement drama-in-education strategies, such as the use of tableaux, improvisation, and role plays to enhance the understanding of these issues. The data collection method I implemented was based on students' written reflections on their experiences of drama-in-education as pedagogy in this module. The findings indicated that although students were initially resistant to engaging with the drama-in-education process, through their embodied participation they became more involved in their learning. They felt that, since the strategies provided a context for learning, the issues that led to enhanced learning, engagement, and reflection could be interrogated more critically. I argue that as a decolonising pedagogy in the university lecture room, drama-in-education contributes significantly to an enhanced understanding of teaching and learning and the development of students' critical and creative skills.

Audience participation digital drama‐based learning activities for situational learning in the classroom

“…Drama in education is a method of enabling students to identify their strengths and weaknesses to make a positive change in their personality by connecting them with real-life situations (Jarrah, 2019). Drama-based learning strategies provide a context that can be used to involve students in learning through their embodied participation in the process of development of their critical and creative skills (Athiemoolam, 2018). Additionally, its techniques provide an enjoyable opportunity to develop students' language skills (Sirisrimangkorn, 2018).…”

A Descriptive Analysis and Classification of Drama Techniques for Language Teaching

“…Educational drama provides a platform for students to engage in authentic contexts, which is essential for effective language learning (Liu et al, 2021). The use of drama in education has also been associated with challenging traditional forms of knowledge production, particularly in decolonizing pedagogy (Athiemoolam, 2018). The literature supports the notion that drama is a valuable and effective tool for promoting authentic and meaningful learning experiences across various educational contexts.…”

Constructivism‐based drama activities in EFL reading classes

“…Accordingly, drama activities encourage students to become vigorously involved in their learning (Booth, 1985). For example, in drama‐integrated EFL reading classes, students unlock the text's meaning through active involvement in a range of activities such as imagining characters, visualizing scenes, interacting with each other, and personalizing their understanding of the text (Athiemoolam, 2018; Garcia, 2014). This immersion enables students to be responsible for their learning, take control of their reading, and build their own meaning as readers (Wilhelm, 2016).…”

“…Social constructivism points out that learning is a social process in which students work collaboratively, pose questions, discuss, exchange opinions, and correct misconceptions (Rumjaun & Narod, 2020; Wonganu et al, 2019). Drama activities empower students to go through a cooperative meaning‐making process, in which students are broad‐minded, are open to new ideas, and show more sophisticated understanding (Athiemoolam, 2018). For instance, in drama‐based EFL reading classes, students might discuss plots, scene settings, and characters' identities, occupations, actions, and motives (Miccinati & Phelps, 1980).…”