Drama pedagogy: subverting and remaking learning in the thirdspace

Janet Dutton; Kathy Rushton

doi:10.1007/s44020-022-00010-6

Drama pedagogy: subverting and remaking learning in the thirdspace

Janet Dutton^*
, Kathy Rushton

^*Corresponding author for this work

Macquarie School of Education

Research output: Contribution to journal › Article › peer-review

19 Citations (Scopus)

100 Downloads (Pure)

Abstract

This qualitative, ethnographic research highlights how drama pedagogy using translanguaging-based Readers Theatre supports students learning English as an Additional Language or Dialect (EAL/D) to develop knowledge of language central to their engagement with learning (Authors, 2020). Using socio-spatial theory of Lefebvre (1991) and Soja (Annals of the Association of American Geographers 70:207–225, 1980), we argue that drama pedagogy can shape a creative translanguaging space as reported by Li (Journal of Pragmatics 43:1222–1235, 2011) in which the high-stakes test based pressure to narrow curriculum and pedagogical breadth can be resisted, and classroom spaces remade so that literacy learning is identity-affirming and caters for the diverse needs of students

Original language	English
Pages (from-to)	159-181
Number of pages	23
Journal	Australian Journal of Language and Literacy
Volume	45
Issue number	2
Early online date	24 May 2022
DOIs	https://doi.org/10.1007/s44020-022-00010-6
Publication status	Published - Aug 2022

Bibliographical note

Copyright the Author(s) 2022. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

drama
thirdspace
translanguaging
EAL/D
literacy
English
identity
teacher professional learning

Access to Document

10.1007/s44020-022-00010-6Licence: CC BY

Publisher version (open access)Final published version, 1.09 MBLicence: CC BY

Cite this

@article{822fdb2d47384176a9a915185a7b43e6,

title = "Drama pedagogy: subverting and remaking learning in the thirdspace",

abstract = "This qualitative, ethnographic research highlights how drama pedagogy using translanguaging-based Readers Theatre supports students learning English as an Additional Language or Dialect (EAL/D) to develop knowledge of language central to their engagement with learning (Authors, 2020). Using socio-spatial theory of Lefebvre (1991) and Soja (Annals of the Association of American Geographers 70:207–225, 1980), we argue that drama pedagogy can shape a creative translanguaging space as reported by Li (Journal of Pragmatics 43:1222–1235, 2011) in which the high-stakes test based pressure to narrow curriculum and pedagogical breadth can be resisted, and classroom spaces remade so that literacy learning is identity-affirming and caters for the diverse needs of students",

keywords = "drama, thirdspace, translanguaging, EAL/D, literacy, English, identity, teacher professional learning",

author = "Janet Dutton and Kathy Rushton",

note = "Copyright the Author(s) 2022. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.",

year = "2022",

month = aug,

doi = "10.1007/s44020-022-00010-6",

language = "English",

volume = "45",

pages = "159--181",

journal = "Australian Journal of Language and Literacy",

issn = "1038-1562",

publisher = "Springer, Springer Nature",

number = "2",

}

TY - JOUR

T1 - Drama pedagogy

T2 - subverting and remaking learning in the thirdspace

AU - Dutton, Janet

AU - Rushton, Kathy

N1 - Copyright the Author(s) 2022. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

PY - 2022/8

Y1 - 2022/8

N2 - This qualitative, ethnographic research highlights how drama pedagogy using translanguaging-based Readers Theatre supports students learning English as an Additional Language or Dialect (EAL/D) to develop knowledge of language central to their engagement with learning (Authors, 2020). Using socio-spatial theory of Lefebvre (1991) and Soja (Annals of the Association of American Geographers 70:207–225, 1980), we argue that drama pedagogy can shape a creative translanguaging space as reported by Li (Journal of Pragmatics 43:1222–1235, 2011) in which the high-stakes test based pressure to narrow curriculum and pedagogical breadth can be resisted, and classroom spaces remade so that literacy learning is identity-affirming and caters for the diverse needs of students

AB - This qualitative, ethnographic research highlights how drama pedagogy using translanguaging-based Readers Theatre supports students learning English as an Additional Language or Dialect (EAL/D) to develop knowledge of language central to their engagement with learning (Authors, 2020). Using socio-spatial theory of Lefebvre (1991) and Soja (Annals of the Association of American Geographers 70:207–225, 1980), we argue that drama pedagogy can shape a creative translanguaging space as reported by Li (Journal of Pragmatics 43:1222–1235, 2011) in which the high-stakes test based pressure to narrow curriculum and pedagogical breadth can be resisted, and classroom spaces remade so that literacy learning is identity-affirming and caters for the diverse needs of students

KW - drama

KW - thirdspace

KW - translanguaging

KW - EAL/D

KW - literacy

KW - English

KW - identity

KW - teacher professional learning

UR - https://www.scopus.com/pages/publications/85132590932

U2 - 10.1007/s44020-022-00010-6

DO - 10.1007/s44020-022-00010-6

M3 - Article

SN - 1038-1562

VL - 45

SP - 159

EP - 181

JO - Australian Journal of Language and Literacy

JF - Australian Journal of Language and Literacy

IS - 2

ER -

Drama pedagogy: subverting and remaking learning in the thirdspace

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Without my language, I’m a broken tree’: Nurturing thirdspace translanguaging pedagogy in culturally diverse classrooms

Embracing home languages: fostering identity through translanguaging poetry pedagogy

Writing as play: Designing a school-based creative curriculum for writing

Representing identity: the importance of literature and the translanguaging space for EAL/D early years literacy learning

Using the translanguaging space to facilitate poetic representation of language and identity

Making space in our schools for children to develop their creativity

Cite this

Drama pedagogy: subverting and remaking learning in the thirdspace

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Activities

Without my language, I’m a broken tree’: Nurturing thirdspace translanguaging pedagogy in culturally diverse classrooms

Embracing home languages: fostering identity through translanguaging poetry pedagogy

Writing as play: Designing a school-based creative curriculum for writing

Research output

Representing identity: the importance of literature and the translanguaging space for EAL/D early years literacy learning

Using the translanguaging space to facilitate poetic representation of language and identity

Making space in our schools for children to develop their creativity

Cite this