Learning from participants' responses in educational drama in the teaching of education for sustainable development

Marie Jeanne McNaughton

Research output: Contribution to journalArticle

Abstract

The context for this paper is an on-going research project that sets out to examine the use of educational drama in the teaching of Education for Sustainable Development (ESD) in the upper stages of primary school. The drama lessons link with some of the key aims in ESD, with a particular locus in the Scottish education system. As 200515 has been designated by UNESCO as 'The Decade of Education for Sustainable Development', it is particularly important to examine and emphasise the key role of drama in the learning process. The main focus of the paper is the examination of what pupils' evaluations of the drama work reveal about how drama might be particularly appropriate for use in ESD-related work. The relationships between the participants in the drama, teacher and pupils, both in and out of role are explored. The conclusions suggest that active, participative learning and the unique way of working within the dramatic context might allow children to develop skills and attitudes necessary for active citizenship and might facilitate learning in ESD.
LanguageEnglish
Pages19-41
Number of pages22
JournalResearch in Drama Education: The Journal of Applied Theatre and Performance
Volume11
Issue number1
DOIs
Publication statusPublished - Feb 2006

Fingerprint

drama
sustainable development
Teaching
learning
education
pupil
UNESCO
education system
Sustainable Development
Drama
Education
primary school
learning process
citizenship
research project
teacher
evaluation
Pupil

Keywords

  • educational drama
  • teaching
  • sustainability
  • development

Cite this

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