Drama Research Methods: Provocations of Practice

Erscheinungsjahr 2018
ISBN: 978-90-04-38956-4
Verlag: Brill

Buch, Englisch, Band 62, 262 Seiten, Format (B × H): 160 mm x 236 mm, Gewicht: 576 g

Reihe: Bold Visions in Educational Research

At a time when universities demand immediate and quantifiable impacts of scholarship, the voices of research participants become secondary to impact factors and the volume of research produced. Moreover, what counts as research within the academy constrains practices and methods that may more authentically articulate the phenomena being studied. When external forces limit methodological practices, research innovation slows and homogenizes.

This book aims to address the methodological, interpretive, ethical/procedural challenges and tensions within theatre-based research with a goal of elevating our field’s research practice and inquiry. Each chapter embraces various methodologies, positionalities and examples of mediation by inviting two or more leading researchers to interrogated each other’s work and, in so doing, highlighted current debates and practices in theatre-based research. Topics include: ethics, method, audience, purpose, mediation, form, aesthetics, voice, data generation, and research participants. Each chapter frames a critical dialogue between researchers that take multiple forms (dialogic interlude, research conversation, dramatic narrative, duologue, poetic exchange, etc.).

Autoren/Hrsg.

Weitere Mitwirkende

Duffy, Peter

Hatton, Christine

Sallis, Richard

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Geisteswissenschaften Theater- und Filmwissenschaft | Andere Darstellende Künste Theaterwissenschaft Schauspieltechnik, Theaterpädagogik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Kunst, Musik, Theater (Unterricht & Didaktik)
• Geisteswissenschaften Literaturwissenschaft Literaturwissenschaft: Dramen und Dramatiker
• Sozialwissenschaften Pädagogik Pädagogik Affektive, soziale und ethische Ziele in der Erziehung

Inhaltsverzeichnis

Foreword: The Both/and of Performance Research

Anne M. Harris

Introduction

Part 1: Provocations of Design

1. Touchstones of Practice: Consideration from the Theatre Workshop Floor

George Belliveau and Christine Sinclair

2. Act-ive P-art-icipation: Social Inclusion and Drama Research

Jo Raphael and Kelly Freebody

3. Learning on the Ground: How Our Research Stories Teach Us about Ethics

Kathleen Gallagher and Richard Sallis

Part 2: Provocations of Method

4. A Research Tango in Three Moves: Gendering the Drama Research Space

Christine Hatton and Richard Sallis

5. Three Arts Based Researchers Walk into a Forum: A Conversation on the Opportunities and Challenges in Embodied and Performed Research

Nisha Sajnani, Richard Sallis and Joe Salvatore

6. Surrender, Pedagogy Ambiguity, Research and Impossibility: Cats @ Play

Joe Norris, Lynn Fels and Yasmine Kandil

7. Participation in Participatory Drama-Based Research

Diane Conrad and Janinka Greenwood

Part 3: Provocations of representation

8. How Do Culture and Power Work in and through Drama Research?: An e-Conversation Between

Selina Busby and Brian S. Heap

9. Representation, Authenticity and the Graphic Novel in Arts Education Inquiry: Transubstantiating Research

Robin Pascoe and Peter R. Wright

10. Defiant Bodies: A Punk Rock Crip Queer Cabaret: Cripping and Queering Emancipatory Disability Research

Emma Selwyn and Liselle Terret

Part 4: Provocations of practice

11. We Need to Talk about Theory: Rethinking the Theory/Practice Dichotomy in Pursuit of Rigour in Drama Research

Helen Cahill, Viv Aitken and Christine Hatton

12. The Stories That Made Us: A Duoethnography on Becoming Reflective Drama Researchers

Christine Hatton and Peter Duffy

13. Research and Its Impact: A Dramatic Cyber-Dialogue in Three Scenes

John O’Toole and Peter Duffy

14. Lessons Learned: Provocations of Practice

Allison Anders, Peter Duffy, Christine Hatton and Richard Sallis

15. Afterword: Well Begun Is Half Done

Brad Haseman

Über Autor(innen)

Peter Duffy, Ed.D. (2014), University of South Carolina, is an award winning associate professor and heads the Master of Arts in Teaching program in theatre education. His research includes cognition and the arts, culturally responsive pedagogies and performed research.

Christine Hatton, Ph.D. (2005), University of Sydney, is a lecturer in the School of Education at the University of Newcastle. Her scholarly interests include drama, arts education and gender in education.She was awarded the 2014 Faculty of Education and Arts Early Career Research Fellowship.

Richard Sallis, Ph.D., University of Melbourne, is a senior lecturer in arts education at the that university's Graduate School of Education. His research includes arts education, gender and identity, and professional theatre for/with youth. He was the 2012 AATE Distinguished Dissertation Award recipient.