Journal articles: 'Drama in intercultural education'

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Fleming, Michael (Michael P. ). "Justifying the Arts: Drama and Intercultural Education." Journal of Aesthetic Education 40, no. 1 (2006): 54–64. http://dx.doi.org/10.1353/jae.2006.0006.

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Fleming, Mike. "Justifying the Arts: Drama and Intercultural Education." Journal of Aesthetic Education 40, no. 1 (April 1, 2006): 54–64. http://dx.doi.org/10.2307/4140217.

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Donelan, Kate. "Engaging with the Other: Drama, and Intercultural Education." Melbourne Studies in Education 43, no. 2 (November 2002): 26–38. http://dx.doi.org/10.1080/17508480209556400.

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Kondoyianni, Alkistis, Antonis Lenakakis, and Nikos Tsiotsos. "Intercultural and lifelong learning based on educational drama." Scenario: A Journal of Performative Teaching, Learning, Research VII, no. 2 (July 1, 2013): 28–48. http://dx.doi.org/10.33178/scenario.7.2.3.

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This paper is an attempt to propose multidimensional research projects and therefore it is addressed to researchers and theatre/drama-pedagogues. Our principal aim of this paper is to suggest ways to investigate the role of drama both as a methodology in itself in the fields of education and lifelong learning, and as a means suitable for implementation in many other arenas. Our focus on alternative dramatic forms such as puppetry, dramatised narration and creative writing in role, enhances the implication of a rather broad spectrum of prospective participant groups beyond students, such as immigrants, prison convicts and the elderly. We also aim at the facilitation of the involvement of all people who seek ways of improving their professional competence and who could benefit from the implementation of drama techniques in workplaces such as museums, public libraries, and in some sectors of the tourism industry. We firmly believe that the role of educational drama deserves to be consolidated in many areas of social science and social work.

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Stinson, Madonna. "Speaking up about oracy: the contribution of drama pedagogy to enhanced oral communication." English Teaching: Practice & Critique 14, no. 3 (December 7, 2015): 303–13. http://dx.doi.org/10.1108/etpc-07-2015-0055.

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Purpose – The purpose of this paper is to consider the growing interest in oracy and to propose the pedagogy of process drama as an ideal model for the dialogic classroom. Design/methodology/approach – This paper takes the form of an explanatory case study where the author draws on a successful drama/oracy project in a primary school in Brisbane, Australia, to illustrate the connections between Alexander’s five indicators of a dialogic classroom and the process drama in which the students participated. Findings – The application of this process drama as pedagogy for the teaching and learning of oracy has contributed positively to students’ oral communication skills and intercultural awareness. In addition, parents provide positive feedback about student engagement in school and developing self-confidence because “they have something to say”. Research limitations/implications – There was no formal pre-post test for the oral communication skills on this study, instead the researchers developed a draft “oracy” checklist which deserves further interrogation and development. Practical implications – There are implications for the use of process drama as a means of creating and sustaining the dialogic classroom. Teacher professional development would be required to assist the planning and delivery of dramas that allow for the deep and complex learning evidenced in this study. Social implications – This is an ideal vehicle for assisting in the development of empathy, collaboration, emotional intelligence and intercultural understanding. Originality/value – This is an example of an extremely high-quality curriculum plan and implementation. The importance of engaging in implicit and explicit instruction of oral communication for the twenty-first century should not be underestimated. The process drama allows oral language to be foregrounded, with additional learning opportunities from a range of other learning areas, brought together in a coherent and complex model of practice.

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Donelan, Kate. "Drama as Intercultural Education: An Ethnographic Study of an Intercultural Performance Project in a Secondary School." Youth Theatre Journal 24, no. 1 (April 29, 2010): 19–33. http://dx.doi.org/10.1080/08929091003732906.

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Hương, Nguyễn Thị Thu, and Trần Thị Thảo. "DRAMA ACTIVITY IN TEACHING INTERCULTURAL COMMUNICATION AT THAI NGUYEN UNIVERSITY OF EDUCATION." Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên 225, no. 12 (May 18, 2020): 10–17. http://dx.doi.org/10.34238/tnu-jst.2882.

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Bài báo này đánh giá hiệu quả việc sử dụng hoạt động kịch trong dạy học môn Giao thoa văn hóa tại trường Đại học Sư phạm – Đại học Thái Nguyên. Một số gợi ý về cách nâng cao hiệu quả của việc sử dụng hoạt động kịch trong dạy học cũng sẽ được thảo luận. Phương pháp nghiên cứu gồm có nghiên cứu tài liệu và sử dụng bảng hỏi. Kết quả cho thấy hoạt động kịch có tác dụng tích cực lên việc dạy và học môn Giao thoa văn hóa. Sinh viên nhìn chung đã thu được những hiểu biết cơ bản về những đặc trưng giao tiếp của các nước trên thế giới. Họ có thể so sánh Việt Nam với các nước trên thế giới và tìm được lời giải thích phù hợp cho những khác biệt. Đề xuất cũng đã được đưa ra dựa trên những khó khăn mà sinh viên trả lời trong bảng hỏi.

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Salazar, Laura Gardner, and Zayda Sierra. "The Transformational Qualities of Dramatic Arts: An Intercultural Dialogue From Two Lives and Three Continents." Europe’s Journal of Psychology 10, no. 2 (May 28, 2014): 221–34. http://dx.doi.org/10.5964/ejop.v10i2.787.

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During the International Drama and Education Association (IDEA) Congress in Kenya in 1998, the life of two educators crossed roads. Although both are from different geographical contexts (Colombia and the United States), they have shared the same passion: to encourage in their societies the implementation of dramatic arts in different educational settings (schools, universities, communities) so children and adults could develop to their fullest, thus enabling them to participate actively in building a more democratic society. Fifteen years after this encounter, they met again in the 2013 IDEA Congress in Paris to reflect on their efforts during their life spans. Through examining their drama practices, they discuss how this human expression functions as a critical thinking art form, changing players, audiences, and communities. Lessons derived from their experiences might be useful for a new generation of transformational drama leaders.

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Donnery, Eucharia. "Testing the Waters: Drama in the Japanese University EFL Classroom." Scenario: A Journal of Performative Teaching, Learning, Research III, no. 1 (January 1, 2009): 17–33. http://dx.doi.org/10.33178/scenario.3.1.3.

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This paper explores the rationale for including drama-based pedagogy into the curriculum of the Department of English at Ritsumeikan Asia Pacific University (APU) in Japan. Traditional Japanese teaching practices are explained, followed by an outline of the parallels between drama-based pedagogy and teaching practices of the Japanese elementary school. Contrary to popular expectation, drama-based pedagogy is compatible with existing traditional and cultural systems of education in Japan. Therefore, drama-based pedagogy was included in the Fundamental English language course at APU to provide the students a bridge to move from teacher-led styles of junior high and senior high schools to return to the more learner-centered styles of education of the elementary educational system. This would seem a reasonable way in which to facilitate more cooperative, rather than competitive, styles of learning. Secondly, within the course subject matter of “Intercultural Communication”, drama-based pedagogy could be employed through role plays and self-reflection inside the classroom to allow the students to experience awareness of differing communicative styles when engaged in social interaction with the international students outside of the classroom. Likewise, the process of self-reflection in drama and theatre practices is a complex mix of introspective interrogation and affective engagement, which forms the catalyst for dramatic communication. The purpose of this paper is to present one specific case where drama-based pedagogy was incorporated into the English language curriculum of a rather unique Japanese university.

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Piazzoli, Erika. "Process drama and intercultural language learning: an experience of contemporary Italy." Research in Drama Education: The Journal of Applied Theatre and Performance 15, no. 3 (August 2010): 385–402. http://dx.doi.org/10.1080/13569783.2010.495272.

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Fernández-Aguayo, Sara, Margarita Pino-Juste, and Sara Domínguez-Lloria. "Drama and Music for Integration and Intercultural Learning in Educational Contexts with Gypsy Culture." International Journal of Learner Diversity and Identities 29, no. 1 (2021): 1–13. http://dx.doi.org/10.18848/2327-0128/cgp/v29i01/1-13.

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Nowakowska, Paulina, and Juan De Dios Villanueva Roa. "Drama as a core in teaching Spanish as a foreign language at University of Lublin, Poland." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 35 (January 31, 2021): 43–59. http://dx.doi.org/10.30827/portalin.v0i35.16860.

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El estudio investigó el impacto del programa de intervención didáctica basadoen la dramatización, realizado en la Universidad Maria Curie Sklodowska de Lublin (Polonia)en el desarrollo de la competencia gramatical, léxica e intercultural y en las estrategiascomunicativas de los alumnos del primer curso de Filología Hispánica. Para analizar lasvariables, se utilizó la metodología mixta con un diseño anidado de modelo dominante. Losresultados triangulados mostraron la mejora de la competencia léxica e intercultural y eldesarrollo de las estrategias comunicativas de los participantes del programa de intervencióndidáctica. No se observó la mejora en la competencia gramatical. Se presentaron lasposibilidades didácticas del uso de la dramatización en el aula de ELE y las futuras líneas dela investigación, como el desarrollo de la estrategia de interacción y mediación.

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Oltra-Albiach, Miquel A. "On Puppets and Literary Education in Diverse Schools: A Review from Spain." Language, Education and Culture Research 2, no. 1 (May 10, 2022): p36. http://dx.doi.org/10.22158/lecr.v2n1p36.

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Intercultural education and the attention to diversity have become two of the most important aspects of education in recent decades. There are many areas of diversity that can be addressed in the classroom, always based on tolerance and the acceptance of difference. However, intercultural education is destined to go one step further: from an inalienable foundation of respect and tolerance for everyone, we aim to develop diversity as a positive value that must be understood and accepted. There is no doubt that we are faced with one of the great challenges of education.Literature and theatre, on the other hand, is always a meeting point, first and foremost between the author and the recipient, often separated by temporal, spatial, linguistic, and cultural factors. In this sense, as Josep Ballester (2015) reminds us that the different sets of values and worldviews presented by the different human communities, as well as certain patterns of conduct and folk wisdom developed over generations, are stored and alive in language and literature. We will focus our educational approach precisely in this capacity of literature and drama -puppets specifically- to confront different human cultures and bring them to dialogue.

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Cunico, Sonia. "Teaching language and intercultural competence through drama: some suggestions for a neglected resource." Language Learning Journal 31, no. 1 (June 2005): 21–29. http://dx.doi.org/10.1080/09571730585200051.

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Kozubek, Mariola Teresa, and Raul Augusto S. L. Silva. "Chiara Lubich and the Intercultural Dialogue—Educational Relevance in a Time of New Conflicts." Religions 14, no. 1 (December 26, 2022): 38. http://dx.doi.org/10.3390/rel14010038.

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As in a jigsaw puzzle, the pieces put together place before us the drama of the proliferation of new conflicts. Such are the times of today when people try to justify war on the grounds of belonging to different and incompatible cultures. Hence, there is an urgent need for a revival of intercultural dialogue and adequate education to foster it. Aware of the current challenge to peace, the two authors, who come from different geographical areas and cultures, seek through their research to highlight the educational value of Chiara Lubich’s charism, her work and that of the Focolare Movement she founded. To this end, they make use of the hermeneutic method of “text” analysis, understood as everything the person said, did and wrote. For this, they focus on what, with respect to the epistemology of education, consists in the real innovation, namely: the Lubich synoran, the Golden Rule as the axiological foundation of intercultural dialogue education, the Art of Loving as a method and the Cube of Peace as a teaching tool.

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Rothwell, Julia. "Bodies and language: process drama and intercultural language learning in a beginner language classroom." Research in Drama Education: The Journal of Applied Theatre and Performance 16, no. 4 (November 2011): 575–94. http://dx.doi.org/10.1080/13569783.2011.617106.

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Zimmerman, Jonathan. "Brown-ing the American Textbook: History, Psychology, and the Origins of Modern Multiculturalism." History of Education Quarterly 44, no. 1 (2004): 46–69. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00145.x.

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In June 1944, a delegation of African-American leaders met with New York City school officials to discuss a central focus of black concern: history textbooks. That delegation reflected a broad spectrum of metropolitan Black opinion: Chaired by the radical city councilman Benjamin J. Davis, it included the publisher of theAmsterdam News—New York's major Black newspaper—as well as the bishop of the African Orthodox Church. In a joint statement, the delegates praised public schools' recent efforts to promote “intercultural education”—and to reduce “prejudice”—via drama, music, and art. Yet if history texts continued to spread lies about the past, Blacks insisted, all of these other programs would come to naught. One book described slaves as “happy”; another applauded the Ku Klux Klan for keeping “foolish Negroes” out of government. “Such passages… could well have come from the mouths of the fascist enemies of our nation,” the Black delegation warned. Even as America fought “Nazi doctrine” overseas, African Americans maintained, the country needed to purge this philosophy from history books at home.

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Choi, Yoon-Jeong. "Being outside and inside: dialogic identity and intercultural communication through drama in teaching English as an international language." Research in Drama Education: The Journal of Applied Theatre and Performance 9, no. 1 (March 2004): 101–2. http://dx.doi.org/10.1080/1356978042000185948.

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Senderoff, Stephen J. "Teaching English through Play: Then and Now." Journal of Language Teaching and Research 12, no. 1 (January 1, 2021): 104. http://dx.doi.org/10.17507/jltr.1201.11.

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In this present age of intercultural communication and social media, learning a second language has become of paramount importance to many students. English is perhaps the most demanded foreign language, and many teachers have found that one of the best ways to teach English is through the use of “play.” While play has been a component of teaching English as a foreign language for many years, teachers have had to adapt their use of play to keep up with the technological and cultural changes taking place in educational institutions throughout the world. This paper aims to examine how the use of “play” in teaching English as a foreign language has both developed and changed over the last 35-40 years, through a review of educational literature. Examples of the types of “play” studied include drama and digital play, and it is found that different types of play provide students with different arenas in which to learn English. A more thorough look at technological play and second language learning would complement the findings of this paper.

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Morska, Liliya. "TEACHING INTERCULTURAL COMMUNICATIVE COMPETENCE: THEORETICAL BACKGROUND." АRS LINGUODIDACTICAE, no. 2 (2018): 12–18. http://dx.doi.org/10.17721/2663-0303.2018.2.02.

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Background. The goal of teaching a foreign language has always been the issue of debates in language teaching methodology. With emergence of Competence-based Approach the idea of teaching communicative competence became quite persuasive in this respect. Though, it can often be heard in teaching circles that language is culture and we should teach the language as part of culture. Therefore, witnessing the shifts in the goal of learning English as to enable learners to communicate their ideas and culture with not only native English speakers but also those of other cultures, the question of intercultural communication is inevitably indispensable in English language learning as far as students’ communicative competence development is of primary concern. Purpose. The purpose of the paper is to analyze the essential issues of the intercultural communicative competence structure and to define theoretical background for developing the didactic model of teaching this competence. Discussion. The article discusses theoretical background of pragmatic aspects of teaching intercultural communicative competence to Ukrainian speaking students in ESP educational surrounding. The author presumes that the learners of English will be more likely to use the language for interaction with non-natives rather than the native speakers. A noteworthy fact is that intercultural communication training promotes expansion of worldviews, strengthens motivation for language learning, enhances intercultural communication skills, improves content of foreign language education etc. To enhance the potential of foreign language classes in terms of developing intercultural communicative competence, it is significant to encourage students into participation in the network-based international language learning projects aimed at developing collaboration with the students from a variety of cultures using the same foreign language. Results. It has been found out that the most effective activities for teaching intercultural communication are cultural assimilations, cultural capsules, mini-dramas, role-plays, social and cultural tasks, use of media, training, comparative and project technology. The assessment tools include tests, portfolios, observation, interviews, diaries, reports etc. They will help objectively identify the level of knowledge and skills as well as readiness for the intercultural interaction. Perspective for further studies is seen in the development of the model of teaching this competence to ESP students. The system of exercises to correlate with the model is to be developed as well.

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Eschenauer, Sandrine, Eve-Marie Rollinat-Levasseur, Steven Clark, and Joëlle Aden. "La recherche sur les pratiques théâtrales en éducation en France: contextes et enjeux." Journal de recherche en éducations artistiques (JREA), no. 1 (January 17, 2023): 55–70. http://dx.doi.org/10.26034/vd.jrea.2023.3585.

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Cet article est le fruit d’une réflexion partagée entre un enseignant et formateur de pratiques théâtrales et trois chercheuses de disciplines différentes à l’occasion du Congrès mondial de l’International Drama/Theater and Education Association (IDEA Paris, 2013). Cet événement à la croisée de la formation, des arts et des sciences nous a permis de nous questionner sur l’état des lieux de la recherche sur les pratiques théâtrales en France et offrir des points de vue complémentaires sur cette question.Nous débutons par une rétrospective sur l’histoire de l’enseignement du théâtre en France qui met en lumière la spécificité de la culture éducative française et ses enjeux nationaux. Nous montrons ensuite comment la confrontation avec la communauté internationale a suscité de nouveaux questionnements interculturels sur l’usage des mots concepts : éducation, didactique, pédagogie du théâtre, drama ou performance. Pour finir, nous présentons les axes actuels d’une recherche qui reste embryonnaire dans ce domaine et nous exposons le tournant performatif qui s’appuie sur le paradigme énactif de Varela.

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Obdalova, Olga A., and Zoya N. Levashkina. "The Narrative-Communicative Technology of Foreign Language Teaching: Definition and Peculiarities." Vestnik Tomskogo gosudarstvennogo universiteta, no. 458 (2020): 223–32. http://dx.doi.org/10.17223/15617793/458/27.

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This article reveals the current situation in education, which is characterized by individualization and intensification of educational process. It becomes important for students not just to acquire communicative speaking skills in a foreign language, but to develop their ability to interact with representatives of the international community using a foreign language as a means of communication. The need of adjusting the organization of teaching oral foreign language communication at university and developing new effective educational technologies is emphasized. A comparative analysis of the methods of teaching oral speech (Storytelling and Storyline) is carried out. The analysis is based on the key elements of the educational process the authors identify within these methods: idea, character, demonstration result of students’ activities, and structure. The main differences of these methods are revealed. They are the creation of a character in the form of a paper model, making a collage as an illustration of a story, and drama (incidents and celebration). Special attention is paid to the description of the Storyline method, which is basic in the development of a narrativecommunicative technology. It is impossible to use this method in its original form in the educational process of the university. The main part of the article is devoted to the description of the authorial narrative-communicative educational technology and its didactic potential in teaching a foreign language as a means of intercultural communication. Features of the technology are described, including integrativeness, discursiveness, contextuality, intercultural orientation, elements of communicative situation, sociocultural conditioning, interactivity, and activity. The characteristics of the technology are also considered. The methodology of teaching based on the narrative-communicative technology includes a set of steps that is consistent with the step-by-step realization of students’ cognitive and narrative-communicative activities, which stimulates gradual “immersion” in the foreign-language context by creating and reproducing the narrative. The educational technology the authors developed appears to be an innovative tool of the teacher’s transformative activity that creates favorable conditions for students’ involvement in dynamic communicative activity, a comfortable educational atmosphere, and an increase in students’ motivation. This technology is a way to reconstruct reality, in which students develop their communication and cognitive skills.

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Korotkova, Yuliya. "FORMATION AND IMPROVEMENT OF THE CULTURE OF BUSINESS COMMUNICATION OF FUTURE POLICE OFFICERS." Ukrainian polyceistics: theory, legislation, practice 1, no. 1 (April 2021): 174–81. http://dx.doi.org/10.32366/2709-9261-2021-1-1-174-181.

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The article is devoted to the study of the problem of formation and improvement of the culture of business communication of future police officers. The definitions of «business communication», «culture of business communication», «culture of business communication of a police officer» are given. Analysis of the works of domestic and foreign scientists allowed us to formulate our own definition of the main concept of the study. Thus, the culture of business communication of the police officer means a set of communicative, socio-psychological, intercultural skills and habits, values, norms of professional behavior, compliance with general and professional etiquette in the processes of intersubjective interaction at the subject-informational and interactive levels in solving problems. The characteristics of interactive forms and methods of formation and improvement of the culture of business communication of future law enforcement officers during their basic training in a higher education institution is given. Productive forms of improving the speech culture of law enforcement specialists include classes-debates, classes-researches, classes-discussions, binary classes, which form the communicative competence of students, their initiative is revealed, a situation of confidence, intellectual freedom is composed, pedagogy of cooperation is implemented. Among the methods of improving the culture of business communication of police officers, the meaningful place is given to role-playing and business games, theatrical techniques, drama techniques, the method of projects that not only improve the culture of business communication of law enforcement officers, but also develop their imagination and creativity, promote socialization of personality, allow to realize the contextual (professionally oriented) approach in training of police officers. Examples of practical application of the above mentioned forms and methods in the educational process are given.

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Veledinsky, Oleg Valerievich. "The current stage of interaction between the theater schools of Russia and China in the context of the dialogue of cultures." Философия и культура, no. 4 (April 2022): 25–40. http://dx.doi.org/10.7256/2454-0757.2022.4.37839.

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The article discusses the current topic of international interuniversity exchanges in the field of theater education. The subject of the study is the interaction of theater schools in Russia and China within the framework of the experimental RussianвЂ“Chinese theater and educational project of the Central Academy of Drama (Beijing) and the Russian State Institute of Performing Arts (St. Petersburg). The project has been implemented since 2015. According to the terms of the project, Russian and Chinese teachers of acting and special disciplines work together in St. Petersburg and Beijing. Upon graduation, students receive diplomas from two universities recognized in both countries. The author, a direct participant of the project, analyzes the results of this experiment from the position of compliance with the principles and requirements of the dialogue of cultures. В The novelty of the research lies in the substantiation of the cultural value, the prospects of the modern version of the interaction of theater schools in Russia and China. The results of the study were the following conclusions: in the implementation of the Russian-Chinese theater and educational project, all the basic conditions are present and fulfilled, which make it possible to determine the events, events and their results that took place within the framework of the project as a full-fledged dialogue of cultures. Today, as never before, there are points of contact and mutual enrichment of the cultures of Russia and China. There are mutually significant cultural ties, dialogue and interaction of cultures. This variant of intercultural interaction is also productive from the point of view of innovation, creating a unique field of cross-cultural experiments.

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Sun, Huizhu. "Dissident Voltaire’s Intercultural Drama." Comparative Literature: East & West 2, no. 1 (October 2000): 78–95. http://dx.doi.org/10.1080/25723618.2000.12015271.

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Nilson, Jenna. "Drama and critical intercultural language pedagogy." Scenario: A Journal for Performative Teaching, Learning, Research XV, no. 2 (December 31, 2021): 47–62. http://dx.doi.org/10.33178/scenario.15.2.3.

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This article discusses findings from a research project with emergent bilingual youth in Phoenix, Arizona. This project focused on how critical intercultural language pedagogy impacts how and what methods of performative language teaching drama and language practitioners employ in the English as an Additional Language (EAL) class through engaging aspects of a Youth Participatory Action Research methodology (YPAR) and through taking a Mantle of the Expert approach in a process drama. The article uses Tania Cañas’s Manifesto “10 things you need to consider if you are an artist not of the refugee and asylum seeker community- looking to work with our community” to situate how this project sought to examine ethical process when working with language minoritized youth in the context of English language learning in the United States. Cañas (2015) argues that artists need to examine how their project methodologies promote equitable exchange, as well as how their participation frameworks situate power. In relation to the above points in Cañas’s Manifesto, the article discusses findings from the research project, and examines how effectively the project considered equitable exchange and power dynamics within the context of language learning. Findings relate how drama practitioners and language teachers must critically reflect on and focus their students’ choice and decision-making throughout the process, as well as seek to meaningfully incorporate students’ linguistic capacities in both English and their first languages.

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Eripuddin, Eripuddin, Jufrizal Jufrizal, and Agustina Agustina. "The Effectiveness of the Intercultural Learning Materials in Teaching English Drama." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (November 22, 2022): 5615–26. http://dx.doi.org/10.35445/alishlah.v14i4.2860.

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Teaching English drama to multicultural students has the problem of solving the similarities and differences between language and culture. This research aimed to determine the effectiveness of intercultural learning materials (ILM) in English drama at English Department. This study was quantitative research that explored quasi-experimental research. The sample of this research was eleven students in the experimental group and ten in the control group. The sample was taken by using random cluster sampling. The instrument of this research was a test that developed the student drama performance test. The data were analysed by using a T-test. The result shows that the students scored significantly in the experimental group with an average score of 201.85 % (a sig value of 0.003 0.05). Based on the result of this research, there was a significant effect of intercultural learning material in improving students' English drama. Then, the intercultural learning materials were the alternative resources for linking the different languages and cultures in teaching and learning drama.

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Harvie, Jennifer. "The Real Nation? Michel Tremblay, Scotland, and Cultural Translatability." Theatre Research in Canada 16, no. 1 (January 1995): 5–25. http://dx.doi.org/10.3138/tric.16.1.5.

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This paper explores some of the political effects of intercultural exchange through drama translation by examining the Scots translations, in text and production, of Michel Tremblay's plays. It is centrally concerned with national identity and with mapping the potential effects of translation and transculturation on the political efficacy of drama concerned precisely with language, place, and culture. Choosing as its sites of investigation Quebec and Scotland, it departs from more common intercultural analysis of imperial relations to consider some of the effects of intercultural exchange in relationships which are not strictly those of imperial power to colony. It concludes that despite these two nations' cultural similarities and sympathies, and despite the many values of intercultural exchange, the Scots Tremblay translations reconstitute the plays in ways which potentially compromise their political efficacy.

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Najar, Ulrike. "The ‘intercultural field’: interrogatingcontextin intercultural education." Language and Intercultural Communication 16, no. 2 (December 10, 2015): 148–63. http://dx.doi.org/10.1080/14708477.2015.1103248.

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Sirayi, Mzo. "Contemporary African drama: the intercultural trend in South Africa." South African Journal of African Languages 22, no. 4 (January 2002): 249–61. http://dx.doi.org/10.1080/02572117.2002.10587514.

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Enkiwe-Abayao, Leah. "Mainstreaming Intercultural Education." Higher Education Policy 18, no. 4 (December 2005): 409–11. http://dx.doi.org/10.1057/palgrave.hep.8300101.

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Bleszynska, Krystyna M. "Constructing intercultural education." Intercultural Education 19, no. 6 (December 2008): 537–45. http://dx.doi.org/10.1080/14675980802568335.

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Paatela-Nieminen, Martina. "Intercultural Design Education." Procedia - Social and Behavioral Sciences 45 (2012): 84–94. http://dx.doi.org/10.1016/j.sbspro.2012.06.545.

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Lanas, Maija. "Failing intercultural education? ‘Thoughtfulness’ in intercultural education for student teachers." European Journal of Teacher Education 37, no. 2 (January 28, 2014): 171–82. http://dx.doi.org/10.1080/02619768.2014.882310.

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Sommier, Mélodine, Malgorzata Lahti, and Anssi Roiha. "From ‘intercultural-washing’ to meaningful intercultural education: Revisiting higher education practice." Journal of Praxis in Higher Education 3, no. 2 (October 29, 2021): 1–16. http://dx.doi.org/10.47989/kpdc130.

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This is the first special issue that JPHE hosts—and could there be a more suitable forum for an issue dedicated to exploring and encouraging a critical dialogue around transformative intercultural communication teaching practices in higher education (HE)? What has led us to engage with the theme of making intercultural education meaningful is a shared observation that there seems to be an increasing disconnect between recent developments in intercultural communication theory and practice. With so much critique published over the years, we are perplexed as to why traditional notions of culture still prevail not only in mainstream intercultural communication research but also in institutional discourses in HE and in popular discourses as articulated by the people who sit—or have once sat—in our classrooms. In this editorial and Special Issue, we approach intercultural communication from a critical angle, akin to the theorization of interculturality as a discursive and contingent, unstable and contradictory, political and ideological construct. We are thrilled to see this approach gain ground in the field of intercultural communication. However, at the same time, we are worried that the terrain of intercultural communication teaching across HE settings has become quite unruly and is characterized by pedagogical solutions that do not have a stable connection to state-of-the-art theory, and that might lead to naive, simplistic, and essentialist understandings of ‘culture’ and ‘the other’.......

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Brunner, Diane. "Drama in Education." Teaching Education 9, no. 1 (June 1997): 73–74. http://dx.doi.org/10.1080/1047621970090112.

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Lourdunathan, Antony Christy. "Intercultural Theology Competence for an Intercultural Faith Education." Religions 13, no. 9 (August 30, 2022): 806. http://dx.doi.org/10.3390/rel13090806.

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The article begins with clarifying what an Intercultural Faith Education would mean in a global culture that seems to be growing more pronounced in its pluralistic nature. Taking for granted the evident fact that Intercultural theology is the bedrock for a faith education in an intercultural context, it seeks to enumerate certain specific Intercultural theology competences that can render the process of intercultural faith education possible, significant and feasible. From a catechetical or faith education point of view, it analyses the three perspectives of faith that intercultural theology should promote, namely, the dialogic personalisation of faith, the prophetic challenging of faith and the cohesive exchange of faith—corresponding to personal and interpersonal dimensions, communitarian and social dimensions and expressive and missionary dimensions of faith, respectively. Each of these three perspectives declinate themselves into at least three specific competences, amounting to nine practical competences in all: comparative understanding, critical interpretation, cultural collaboration, the recognition of power equations, the ratification of identity formation, the recommendation of theological bonum, equality of expression in faith, an eagerness to learn and empathy in engagement. Interpreting each of these competences and their distinctive contributions, the article configures the foundational framework of intercultural theology for intercultural faith education in terms of these competences.

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van de Water, Manon. "Drama in education: why drama is necessary." SHS Web of Conferences 98 (2021): 02009. http://dx.doi.org/10.1051/shsconf/20219802009.

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The article dwells on the use of drama and performance techniques in education and social work in connection with multiple intelligence theory, emotional intelligence theory, and brain based learning. The author connects the use of drama in the alternative theories of teaching and learning based on recent neuroscientific research, and lays out an integrative approach to teaching and learning that promotes inclusion, diversity, and social awareness, through embodied and contextualized learning. If we perceive cognition and emotion as interrelated, then drama as an educational tool becomes essential. It creates metaphors of our lives, which we lead through both cognitive and emotional domains. Art and creativity play an essential role in connections between the body, emotions, and the mind. Moreover, as we live in relationship to the rest of the world around us, our learning is embodied, our brain, emotions, and physiology are constantly connected. Thus, the article demonstrates that drama and performance are vital in teaching the whole child, whether taught as a discipline or used as a teaching tool. This means, the author claims, educators, neuropsychologists, and theatre and drama specialists have to have open minds and be willing to step out of comfort zones and together make a case for using theatre and drama methods as a way to improve human lives.

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김정혜. "Intercultural Education Through Novel." Journal of the society of Japanese Language and Literature, Japanology ll, no. 42 (August 2008): 189–206. http://dx.doi.org/10.21792/trijpn.2008..42.010.

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Pascua, Isabel. "Translation and Intercultural Education." Meta 48, no. 1-2 (September 24, 2003): 276–84. http://dx.doi.org/10.7202/006974ar.

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Abstract This paper deals with translated Canadian multicultural literature written for children and its reception in an intercultural education context in Spanish schools. In the first part of the paper I will introduce intercultural education. In the second part, I will examine the role of the translator working in a multicultural environment where texts are written in one language (English) in one country (Canada), then translated into another language (Spanish) and published in Spain. I will also look at the reception of these translations as well as the strategies translators should use to maintain the otherness of the original texts.

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Skubic-Ermenc, Klara. "Intercultural dimensions of education." Nastava i vaspitanje 65, no. 1 (2016): 7–16. http://dx.doi.org/10.5937/nasvas1601007s.

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Chira, Rodica Gabriela. "TALES AND INTERCULTURAL EDUCATION." Journal of Linguistic and Intercultural Education 11, no. 2 (December 15, 2018): 41–56. http://dx.doi.org/10.29302/jolie.2018.11.2.3.

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Niziołek, Katarzyna. "Intercultural education through art." Pogranicze. Studia Społeczne 17, no. 1 (2011): 149–63. http://dx.doi.org/10.15290/pss.2011.17.01.11.

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Reich, Hans H. "Intercultural Education in Germany." European Journal of Intercultural studies 4, no. 3 (January 1993): 14–24. http://dx.doi.org/10.1080/0952391930040303.

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Campani, Giovanna. "Intercultural Education in Italy." European Journal of Intercultural studies 4, no. 3 (January 1993): 44–53. http://dx.doi.org/10.1080/0952391930040306.

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Rosen, Harold. "Narrative in Intercultural Education." European Journal of Intercultural studies 10, no. 3 (November 1999): 343–53. http://dx.doi.org/10.1080/0952391990100319.

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Hadjisoteriou, Christina, and Panayiotis Angelides. "Intercultural education in situ." Journal for Multicultural Education 10, no. 1 (April 11, 2016): 33–52. http://dx.doi.org/10.1108/jme-03-2015-0006.

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Purpose The overarching purpose of this paper is to explore the transformation of intercultural education in Cyprus in the context of European integration. More specifically, it indicates the ways in which intercultural policy has been formed by complex and often counteractive influences. The analysis draws upon policy documents collected from the Ministry of Education and Culture (MEC) and interviews carried out with Cypriot policy-makers. Europe has come to play an important role in the development of Cypriot intercultural policy by becoming a mechanism of pressure for educational change. Through monitoring processes, Europe has indicated problems deriving from the culturally pluralistic character of the Cypriot society that should be addressed by national policies. In this context, Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Nonetheless, the findings of this research assert that there is a gap between policy rhetoric and practice. Design/methodology/approach This study reports on an analysis of the policy dynamics influencing intercultural education in the Greek–Cypriot context. The authors aim to examine the context and content of educational policies and directives which have been initiated and/or developed at the Greek–Cypriot level. To this end, the authors drew upon policy documentary and data derived from interviews conducted with Greek–Cypriot policy-makers and education officers. Findings It appears that intercultural education became an important part of the state’s rhetoric. Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Therefore, since 2008, the state and particularly the MEC have replaced the previously used term of multicultural education with the rhetoric of intercultural education and inclusion as the preferable educational responses to immigration. Research limitations/implications The findings of this study suggest that the development of intercultural education requires the re-conceptualisation and re-structuring of the Cypriot educational system and schooling. The state should adopt a balanced governance model between school autonomy and centralised management. Practical implications This paper can help schools and teachers to improve their intercultural education approach. Social implications The findings could be helpful for improving the intercultural education policy in Cyprus. Originality/value These research finding are the first that deal with intercultural education policy in Cyprus.

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Green, Paula. "Intercultural Education for Peacebuilders." Anthropology News 48, no. 8 (November 2007): 8. http://dx.doi.org/10.1525/an.2007.48.8.8.

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Forward, Martin. "Book Reviews : Intercultural Education." Expository Times 103, no. 10 (July 1992): 319. http://dx.doi.org/10.1177/001452469210301035.

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Coulby, David. "Intercultural and comparative education." Intercultural Education 23, no. 5 (October 2012): 465–66. http://dx.doi.org/10.1080/14675986.2012.728044.

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Journal articles on the topic 'Drama in intercultural education'

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