Entangled Identities: Drama as a Method of Inquiry 糾纏的身分: 戲劇作為探究方法
Abstract
This paper tells the story of using process drama to “create spaces to encourage multicultural conversations” in response to the “ever increasing globalisation of education”. A little over ten years ago Ackroyd and Pilkington redesigned and implemented a drama work, the purpose of which was to provide a drama for children to challenge essentialist assumptions and actively construct their own identities in the UK. Following the work of Ackroyd and Pilkington, the purpose of this study was to use drama as method to generate data through exploring and listening to children in a postcolonial situation. I tell this methodological story drawing on Clandinin and Connelly’s three dimensional inquiry space as a framework and weaving the children’s small stories throughout as they travelled with me; in and out of a fictive world.
Keywords: Identity, drama method, inquiry, postcolonial, globalisation
本文以案例分析,闡述如何以過程戲劇創造空間來鼓勵多元文 化對話,以回應教育日漸趨向全球化的情況。超過十年前, Ackroyd 與 Pilkington 為兒童改編及製作一套戲劇演出,以挑 戰本質主義者的假設,及主動地建構英國本土上的個人身分。本 文後續 Ackroyd 與 Pilkington 的研究,目的是以戲劇為方法, 在後殖民的處境裏探索及聆聽兒童來發展資料。本文闡述這個方 法時,以 Clandinin 與 Connelly 的三維探究空間為框架,編寫 兒童的小故事,猶如他們與作者一同遊歷,時而進入時而離開想 像中的世界。
關鍵詞:身份、戲劇方法、探究、後殖民、全球化
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