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Abstract
Over the last two decades drama pedagogy has helped to lay the foundations for a new teaching and learning culture, one that accentuates physicality and centres on performative experience. Signs of this ‘performative turn’ in education are especially strong in the field of foreign/second language teaching. This volume introduces scholars, language teachers, student teachers and drama practitioners to the concept of a performative foreign language didactics. Approaching the subject from a wide variety of contexts, the contributors explore the extent to which performative approaches, emphasising the role of the body as a learning medium, can achieve deep intercultural learning. Drama activities such as improvisation, hot seating and tableaux are shown to create rich opportunities for intercultural encounters that transport students beyond the parameters of conventional language, literature and culture education.
John Crutchfield is a theatre artist and lecturer in the Department of Didactics, Institute for English Language and Literature, Freie Universität Berlin, Germany.
Manfred Schewe is Head of the Department of Drama and Theatre Studies at University College Cork, Ireland. He is the founding editor of SCENARIO (http://scenario.ucc.ie), a bilingual Online Journal for Performative Teaching, Learning, Research.
This is a thought-provoking collection that provides a series of rich insights into the way intercultural education is enhanced by performative approaches. It makes a significant contribution to the field. The variety of perspectives from different countries and contexts, and the open, enquiring tone means that the book itself embodies some of the key principles of interculturality.
A most timely publication, Going Performative in Intercultural Education provides important impulses for thought and action. Crutchfield and Schewe have compiled an impressive collection of theoretical and practical approaches by international scholars, practitioners, teacher trainers, and artists. The contributions demonstrate the transformative potential that ‘going performative’ possesses for intercultural education.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Contents | v | ||
| Contributors | vii | ||
| Introduction | xi | ||
| Part 1 First Impressions | 1 | ||
| 1 The Intercultural Surprise: Teaching Improvisational Theatre in Different Cultural Contexts | 3 | ||
| Part 2 Focus on Schools (Immigrant/Refugee Children) | 19 | ||
| 2 The Ethics of Performative Approaches in Intercultural Education | 21 | ||
| 3 Diadrasis: An Interactive Project on Language Teaching to Immigrant Families in a Greek School | 41 | ||
| 4 Developing Empathy Through Theatre: A Transcultural Perspective in Second Language Education | 59 | ||
| Part 3 Focus on Teacher Training | 83 | ||
| 5 Interculturality in Foreign Language Teacher Training: Performing Arts Projects Across National, Language and Cultural Borders | 85 | ||
| 6 Exploring Diversity Through Drama Education: English–Turkish Perspectives on National German Stereotypes in Foreign Language Teacher Training | 102 | ||
| 7 Staging Otherness: Three New Empirical Studies in Dramapädagogik with Relevance for Intercultural Learning in the Foreign Language Classroom | 123 | ||
| Part 4 Focus on Specifi c Performative Approaches: Process Drama and Playback Theatre | 145 | ||
| 8 Using Process Drama to Engage Beginner Learners in Intercultural Language Learning | 147 | ||
| 9 Intercultural/Dramatic Tension and the Nature of Intercultural Engagement | 172 | ||
| Part 5 Focus on Performance and Biography | 195 | ||
| 10 Enacting Life: Dialogue and Mediation in Cross-Cultural Contexts | 197 | ||
| 11 Suitcase of Survival: Performance, Biography and Intercultural Education | 216 | ||
| Part 6 Performative Approaches to Intercultural Education: A Culture-Specific Perspective | 231 | ||
| 12 The Intercultural Journey: Drama-Based Practitioners in JFL in North America, and in JSL and EFL in Japan | 233 | ||
| Index | 250 |