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Artykuły w czasopismach na temat "Drama in intercultural education"
Fleming, Michael (Michael P. ). "Justifying the Arts: Drama and Intercultural Education". Journal of Aesthetic Education 40, nr 1 (2006): 54–64. http://dx.doi.org/10.1353/jae.2006.0006.
Pełny tekst źródłaFleming, Mike. "Justifying the Arts: Drama and Intercultural Education". Journal of Aesthetic Education 40, nr 1 (1.04.2006): 54–64. http://dx.doi.org/10.2307/4140217.
Pełny tekst źródłaDonelan, Kate. "Engaging with the Other: Drama, and Intercultural Education". Melbourne Studies in Education 43, nr 2 (listopad 2002): 26–38. http://dx.doi.org/10.1080/17508480209556400.
Pełny tekst źródłaKondoyianni, Alkistis, Antonis Lenakakis i Nikos Tsiotsos. "Intercultural and lifelong learning based on educational drama". Scenario: A Journal of Performative Teaching, Learning, Research VII, nr 2 (1.07.2013): 28–48. http://dx.doi.org/10.33178/scenario.7.2.3.
Pełny tekst źródłaStinson, Madonna. "Speaking up about oracy: the contribution of drama pedagogy to enhanced oral communication". English Teaching: Practice & Critique 14, nr 3 (7.12.2015): 303–13. http://dx.doi.org/10.1108/etpc-07-2015-0055.
Pełny tekst źródłaDonelan, Kate. "Drama as Intercultural Education: An Ethnographic Study of an Intercultural Performance Project in a Secondary School". Youth Theatre Journal 24, nr 1 (29.04.2010): 19–33. http://dx.doi.org/10.1080/08929091003732906.
Pełny tekst źródłaHương, Nguyễn Thị Thu, i 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, nr 12 (18.05.2020): 10–17. http://dx.doi.org/10.34238/tnu-jst.2882.
Pełny tekst źródłaSalazar, Laura Gardner, i Zayda Sierra. "The Transformational Qualities of Dramatic Arts: An Intercultural Dialogue From Two Lives and Three Continents". Europe’s Journal of Psychology 10, nr 2 (28.05.2014): 221–34. http://dx.doi.org/10.5964/ejop.v10i2.787.
Pełny tekst źródłaDonnery, Eucharia. "Testing the Waters: Drama in the Japanese University EFL Classroom". Scenario: A Journal of Performative Teaching, Learning, Research III, nr 1 (1.01.2009): 17–33. http://dx.doi.org/10.33178/scenario.3.1.3.
Pełny tekst źródłaPiazzoli, Erika. "Process drama and intercultural language learning: an experience of contemporary Italy". Research in Drama Education: The Journal of Applied Theatre and Performance 15, nr 3 (sierpień 2010): 385–402. http://dx.doi.org/10.1080/13569783.2010.495272.
Pełny tekst źródłaRozprawy doktorskie na temat "Drama in intercultural education"
Frimberger, Katja. "Towards a Brechtian research pedagogy for intercultural education : cultivating intercultural spaces of experiment through drama". Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4593/.
Pełny tekst źródłaDonelan, Katriona Jane, i n/a. "The Gods Project: Drama as Intercultural Education. An Ethnographic Study of an Intercultural Performance Project in a Secondary School". Griffith University. School of Vocational, Technology and Arts Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060609.111246.
Pełny tekst źródłaDonelan, Katriona Jane. "The Gods Project: Drama as Intercultural Education. An Ethnographic Study of an Intercultural Performance Project in a Secondary School". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/368076.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
Full Text
Choi, Yoon-Jeong. "Being outside and inside : dialogic identity and intercultural communication through drama in teaching English as an international language". Thesis, Durham University, 2003. http://etheses.dur.ac.uk/1084/.
Pełny tekst źródłaLucut, Andrea. "Integration och dramapedagogik- en dialog?" Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12314.
Pełny tekst źródłaIntegration is a complex concept that can be approached from several perspectives and viewpoints. Drama in Education, however is based on different types of core values based in shared values. The keys to these are democracy, acceptance and equal dignity. The purpose of this paper is to identify, systematize and problematize academic research on how drama can be used, or has been used for integration purposes. What does the dialogue within the researchfield regarding drama and integration look like? What does it say about dramas role in integration processes? Are there any themes to be seen? The method used is a literaturestudie with a qualitative approach that is based on selected concepts included in an integration process. The results show four different categories in which drama is used as a method for integration. Drama for promoting multiculturalism and intercultural competence, cultural identity through drama and theater processes, drama as a resource for language learning and drama and theater processes in order to reflect and engage society.
Popova, Vlada. "Youth development through intercultural performance: A case study from Wesbank Arts and Culture Group, South Africa". Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Pełny tekst źródłaCape Coloured"
and Xhosa members of the group overcome cultural barriers and express their cultural uniqueness equally through taking part in multicultural theatre performance.
Awi, Jane Pumai. "Creating new folk opera forms of applied theatre for HIV and AIDS education in Papua New Guinea". Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/81643/1/Jane%20Awi%20Thesis.pdf.
Pełny tekst źródłaLei, Daphne Pi-Wei. "Performing the borders : gender and intercultural conflicts in premodern Chinese drama /". Thesis, Connect to Dissertations & Theses @ Tufts University, 1999.
Znajdź pełny tekst źródłaAdviser: William Sun. Submitted to the Dept. of Drama. Includes bibliographical references (leaves 264-283). Access restricted to members of the Tufts University community. Also available via the World Wide Web;
Blewitt, David. "Drama in Tudor education : education in Tudor drama". Thesis, University of Bristol, 1986. http://hdl.handle.net/1983/9c1050cb-a734-4151-b3f4-63ff22554368.
Pełny tekst źródłaKagolobya, Richard. "Symbolic interaction and intercultural theatre performance dynamics in Uganda : the case of Makerere Universitys Intercultural Theatre Collaborations". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96034.
Pełny tekst źródłaENGLISH ABSTRACT: This dissertation investigates and examines the dynamics of intercultural theatre practice. Existing scholarship on interculturalism in theatre praxis regards intercultural theatre as a site for bridging cultures and cross-cultural performance traditions, and for investigating the performance of power between the collaborating parties, learning, cultural imperialism, cultural translation and hybridity, among other features. However, much of the existing literature does not offer a historical perspective allowing one to understand the dynamics of contemporary North-South collaborations. Moreover, most studies do not adequately weave the experiences of the participants in such collaborations into their analyses. This study contributes to filling that research gap. This research specifically seeks to investigate and examine the dynamics of intercultural theatre collaborations in Uganda, taking Makerere University‘s Department of Performing Arts and Film‘s intercultural theatre activities in recent years as case studies. The inquiry was mainly driven by the impetus to explore the North-South intercultural theatre dynamics and to examine the socio-cultural, socio-political, socio-economic features and other notions that were manifested in these intercultural theatre collaborations and performances. In order to pursue the above line of inquiry I used a multiple case study design by examining three cases: the Stanford-Makerere, New York-Makerere and the Norwegian College of Dance-Makerere collaborations. The multi-case study model was reinforced by the use of personal interviews, direct observation, focus group discussions, document analysis and emails of inquiry in order to solicit the views of individuals who had participated in the above collaborations. Theoretically, the study is hinged on a multiplicity of concepts and discourses: symbolic interaction, intercultural communication, theatre studies, postcolonial studies, international education and the discourse on globalisation. In the analysis of the different cases it was discovered that the issue of economic inequality in the contribution towards the funding of the collaborations, among the different modes of power performativity manifested in the collaboration processes, sometimes leads to an imbalance in the decision-making process. Consequently, the power imbalance contributes to the North-South intercultural theatre collaborations‘ unending crisis of identification with imperialism. The study further shows that there are cultural, linguistic, pedagogical, structural and socio-psychological aspects of difference that are negotiated during the course of the collaborations. It was found that the process of navigating the socio-cultural differences provides the participants with an experiential learning environment of living with/within and appreciating cultural differences, thus providing a bridge across the socio-cultural divide. The cultural bridge in theatrical terms, however, leads to the generation of theatrical hybridity and fusion, which again brings into play the debate on intercultural performance authenticity/inauthenticity in theatre discourse. Also, based on the view that intercultural theatre collaborations are microcosms of multifaceted global intercultural interactions, it was seen that the socio-cultural differences that are negotiated through the intercultural theatre collaborations can give one a microcosmic platform for critiquing the grand concept of the ―global village‖ and the associated notion of ―world cultural homogenisation‖. Since this study uses a novel multidisciplinary approach in the analysis of intercultural theatre phenomena, I believe it will contribute to critical theatre studies in Uganda and elsewhere. The findings will also hopefully contribute towards the assessment of intercultural theatre collaborations at Makerere University in order to improve them. The study will also advance the view that intercultural theatre‘s aesthetic and experiential processes can help in interpreting and understanding our respective multicultural environments. Broadly, it will contribute to the discourse on intercultural communication, performance and cultural studies.
AFRIKAANSE OPSOMMING: Hierdie proefskrif ondersoek die dinamika van interkulturele teaterpraktyk. Bestaande navorsing oor interkulturaliteit in die teaterpraktyk beskou interkulturele teater as ‘n forum vir die oorbrugging van kultuurgrense en interkulturele opvoeringstradisies, en vir die ondersoek na aangeleenthede soos die uitvoering van mag tussen die deelnemende partye, leer, kulturele imperialisme, kulturele vertaling en hibriditeit. Die bestaande literatuur bied egter grotendeels nie ‘n historiese perspektief waaruit die dinamika van kontemporêre Noord-na-Suid-samewerkings verstaan kan word nie. Verder verweef die meeste ondersoeke nie die ervarings van die deelnemers aan sulke samewerkings bevredigend in hul analises nie. Hierdie ondersoek dra by tot die vul van daardie navorsingsgaping. Hierdie navorsing poog spesifiek om die dinamika van interkulturele teatersamewerkings in Uganda te ondersoek deur van onlangse interkulturele teateraktiwiteite aan die Departement Uitvoerende Kuns en Film aan die Makerere Universiteit gebruik te maak as gevallestudies. Die beweegrede vir die ondersoek is hoofsaaklik die verkenning van die dinamika van interkulturele Noord-na-Suid-teatersamewerking en ‘n ondersoek na die sosio-kulturele, sosio-politiese en sosio-ekonomiese kenmerke en ander opvattinge wat in hierdie interkulturele teatersamewerkings en -opvoerings gemanifesteer het. Om hierdie ondersoek te onderneem, het ek drie gevalle in ‘n meervoudigegevallestudie-ontwerp bestudeer: die samewerkings tussen onderskeidelik Stanford en Makerere, New York en Makerere, en die Norwegian College of Dance en Makerere. Die meervoudigegevalle-ontwerp is versterk deur die gebruik van persoonlike onderhoude, direkte waarneming, fokusgroepgesprekke, dokumentanalise en e-posnavrae in ‘n poging om die opvattings van individue wat aan die bogenoemde samewerkings deelgeneem het, te verkry. Teoreties is die studie gefundeer in ‘n veelvoud konsepte en diskoerse: simboliese interaksie, interkulturele kommunikasie, teaterstudies, postkoloniale studies, internasionale opvoedkunde en die diskoers oor globalisering. In die analise van die verskillende gevalle is bevind dat die kwessie van ekonomiese ongelykheid in bydraes tot die befondsing van samewerkings, onder die verskillende modusse van magsperformatiwiteit wat in die samewerkingsprosesse gemanifesteer het, soms ‘n wanbalans in die besluitnemingsproses tot gevolg het. Gevolglik dra hierdie magswanbalans by tot die nimmereindigende krisis van identifikasie met imperialisme waaronder interkulturele Noord-na-Suid-teatersamewerkings gebuk gaan. Die ondersoek toon verder dat daar kulturele, linguistiese, pedagogiese, strukturele en sosio-psigologiese verskille is wat oorkom moet word vir suksesvolle samewerkings om plaas te vind. Daar is bevind dat die hantering van sosio-kulturele verskille die deelnemers van ‘n eksperimentele leeromgewing voorsien vir die belewing en waardering van kultuurverskille, waardeur die sosio-kulturele skeiding oorbrug word. Die kulturele brug lei egter, in toneelmatige terme, na die ontwikkeling van toneelmatige hibriditeit en versmelting, wat weer die debat oor die outentisiteit al dan nie van interkulturele opvoerings in die teaterdiskoers aktiveer. Verder is daar, gebaseer op die siening dat interkulturele teatersamewerkings mikrokosmosse van veelvlakkige globale interkulturele interaksie is, bevind dat die sosio-kulturele verskille wat deur interkulturele teatersamewerkings oorkom word, ‘n mikrokosmiese platform kan voorsien vir die kritisering van die begrip van die sogenaamde ―wêrelddorpie‖ en verwante nosies van wêreldwye kulturele homogenisering. Aangesien hierdie ondersoek ‘n nuwe multidissiplinêre benadering tot die analise van interkulturele teaterverskynsels gebruik, glo ek dit sal bydra tot die teaterkritiek in Uganda en elders. Die bevindinge sal hopelik bydra tot die assessering van interkulturele teatersamewerkings aan Makerere Universiteit om hulle te verbeter. Die ondersoek sal ook die siening voortdra dat interkulturele teater se estetiese en ervaringsprosesse kan help met die interpretasie en verstaan van ons onderskeie multikulturele omgewings. Breedweg sal dit bydra tot die diskoers oor interkulturele kommunikasie, opvoering en kultuurstudie.
Książki na temat "Drama in intercultural education"
Gerd, Bräuer, red. Body and language: Intercultural learning through drama. Westport, CT: Ablex Pub., 2002.
Znajdź pełny tekst źródłaMichael, Byram, i Fleming Michael, red. Language learning in intercultural perspective: Approaches through drama and ethnography. Cambridge, U.K: Cambridge University Press, 1998.
Znajdź pełny tekst źródłaHugh, James. Theatre in education, drama and intercultural performance: An examination of the effects of introducing elements of non-Western performance into Theatre in Education and drama practice. Birmingham: University of Central England in Birmingham, 1997.
Znajdź pełny tekst źródłaIntercultural bridges in teenagers' theatrical events: Performing self and constructing cultural identity through a creative drama process. Åbo: Åbo Akademi University Press, 2006.
Znajdź pełny tekst źródłaPeña, Guillermina Herrera. Educación intercultural bilingüe. Guatemala C.A: Universidad Rafael Landívar, 1999.
Znajdź pełny tekst źródłaGonçalves, Susana, i Markus A. Carpenter. Intercultural policies and education. Bern: PETER LANG, 2012.
Znajdź pełny tekst źródłaGeof, Alred, Byram Michael i Fleming Michael, red. Intercultural experience and education. Clevedon, England: Multilingual Matters, 2002.
Znajdź pełny tekst źródłaAlred, Geof, Michael Byram i Mike Fleming, red. Intercultural Experience and Education. Bristol, Blue Ridge Summit: Multilingual Matters, 2002. http://dx.doi.org/10.21832/9781853596087.
Pełny tekst źródłaAkkari, Abdeljalil, i Myriam Radhouane. Intercultural Approaches to Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-70825-2.
Pełny tekst źródłaMarginson, Simon. Ideas for intercultural education. New York, NY: Palgrave Macmillan, 2011.
Znajdź pełny tekst źródłaCzęści książek na temat "Drama in intercultural education"
Fleming, Michael. "Chapter 6. Intercultural Experience and Drama". W Intercultural Experience and Education, redaktorzy Geof Alred, Michael Byram i Mike Fleming, 87–100. Bristol, Blue Ridge Summit: Multilingual Matters, 2002. http://dx.doi.org/10.21832/9781853596087-009.
Pełny tekst źródłaRothwell, Julia. "8. Using Process Drama to Engage Beginner Learners in Intercultural Language Learning". W Going Performative in Intercultural Education, redaktorzy John Crutchfield i Manfred Schewe, 147–71. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098552-010.
Pełny tekst źródłaKüppers, Almut. "6. Exploring Diversity Through Drama Education: English– Turkish Perspectives on National German Stereotypes in Foreign Language Teacher Training". W Going Performative in Intercultural Education, redaktorzy John Crutchfield i Manfred Schewe, 102–22. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098552-008.
Pełny tekst źródłaDonnery, Eucharia. "12. The Intercultural Journey: Drama-Based Practitioners in JFL in North America, and in JSL and EFL in Japan". W Going Performative in Intercultural Education, redaktorzy John Crutchfield i Manfred Schewe, 233–49. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098552-014.
Pełny tekst źródłaŐzmen, Seçkin. "Mediation of Culture and Intercultural Dialogue Through Dramas". W Comparative and International Education, 129–40. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-423-7_9.
Pełny tekst źródłaPica-Smith, Cinzia, Rina Manuela Contini i Carmen N. Veloria. "Intercultural education". W Social Justice Education in European Multi-ethnic Schools, 26–45. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351057301-3.
Pełny tekst źródłaSage, Rosemary. "Intercultural Communication". W Paradoxes in Education, 113–45. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-185-8_7.
Pełny tekst źródłaJackson, Jane. "Online intercultural education". W Online Intercultural Education and Study Abroad, 175–203. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315098760-8.
Pełny tekst źródłaWood, Jennifer Linhart. "Interlude: Intercultural Remixes". W Sounding Otherness in Early Modern Drama and Travel, 155–60. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12224-9_5.
Pełny tekst źródłaAlmeida, Joana. "Intercultural seminars". W Intercultural Competence in Higher Education, 144–50. First edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315529257-13.
Pełny tekst źródłaStreszczenia konferencji na temat "Drama in intercultural education"
Kovtun, Liliya, Elena Agibalova, Anna Kozis i Ekatherina Chilikina. "DEVELOPING CREATIVITY THROUGH DRAMA IN INTERCULTURAL EDUCATIONAL CONTEXT". W 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2094.
Pełny tekst źródłaZhu, Zhi. "Study on Training Methods of Intercultural Communication Abilities in Drama Education of College English Teaching". W Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.189.
Pełny tekst źródłaQin, Feng, i Ning Yang. "The Main Melody Movie and TV Drama Participate in Ways of Innovation to Ideological and Political Education for College Students under New Situation Conditions". W International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.56.
Pełny tekst źródłaPetrova, Marina G., i Anastasiya S. Martynova. "THE INTEGRATIVE APPROACH IN ENGLISH TEACHING ON THE BASE OF DRAMA IN THE MULTIPROFILE TV STUDIO". W FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES. Peoples' Friendship University of Russia, 2019. http://dx.doi.org/10.22363/2712-7974-2019-6-199-208.
Pełny tekst źródłaKatai, Zoltan. "Intercultural computer science education". W the 2014 conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2591708.2591744.
Pełny tekst źródłaGlotov, Sergei. "Intercultural Film Education Online". W Mindtrek '21: Academic Mindtrek 2021. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3464327.3464333.
Pełny tekst źródłaDíez-Ajenjo, M. Amparo, Mariola Penadés Fons, M. Carmen García Domene, M. Josefa Luque Cobija i Cristina Peris Martínez. "LEARNING ABOUT VISION THROUGH DRAMA". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0810.
Pełny tekst źródłaBirch, Peter, i Thomas Lennerfors. "Teaching Engineering Ethics With Drama". W 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274160.
Pełny tekst źródłaGałązka, Alicja. "DRAMA IN EDUCATION FOR SUSTAINABLE DEVELOPMENT". W International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1643.
Pełny tekst źródłaSusilo, Andi, Ping Yang i Ruying Qi. "Shaping EFL Teachers’ Critical Intercultural Awareness through Intercultural Education". W Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2285307.
Pełny tekst źródłaRaporty organizacyjne na temat "Drama in intercultural education"
Graves, Darlene. Creative Drama as an Instructional Strategy in Adult Christian Education. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1349.
Pełny tekst źródłaAbbe, Allison, i Rebecca Bortnick. Developing Intercultural Adaptability in the Warfighter: A Workshop on Cultural Training and Education. Fort Belvoir, VA: Defense Technical Information Center, listopad 2010. http://dx.doi.org/10.21236/ada533997.
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