Search results for: dramatizations-of-social-change

Dramatizations of Social Change

Author : Neck Yoder
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Herman Heijermans (1864-1924) was convinced that he lived in an "overgangsƯ 1 tijdperk," a transitional period. As a young man in the eighteen nineties, he rejected those values and life styles which he felt belonged to the past period dominated by the bourgeoisie, and sought out situations and a profession which would attune him to the future when, he hoped, the proletariat would 2 be in power. He left the conservative business milieu of Rotterdam in 1892 and went to Amsterdam- then teeming with radical ideas. At first, Heijermans was attracted to a group of poets, de tachtigers, who were claiming to have enlivened the stale tradition of Dutch poetry by discovering language and beauty in a totally new way; but soon he felt them to be elitist. Then, in 1895, he became a member of the newly founded Dutch Social Democratic Workers Party. He alienated himself from the literary circles by claiming that art should be socialistic and by rejecting the class separation between artists and workers. He felt himself to be one with the proletariat and, through them, with "The New Life" and "The New Humanity." Stimulated by the ongoing theater revival, which he interpreted as an attempt to challenge the bourgeois smugness and moral self-righteousness, he had started to write plays before becoming interested in the Socialist Party.

Drama and Social Justice

Author : Kelly Freebody
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"This text offers a cohesive framework for exploring social justice through drama and drama from a social justice perspective. Research based examples of practice from a range of international contexts link theory and practice. Connecting chapters raise key critical questions in an engaging dialogue format. An important addition to the literature on social justice education." - Lee Anne Bell, author Storytelling for Social Justice (2010) and co-editor of Teaching for Diversity and Social Justice (Routledge, 2007) Much has been written within the tradition of drama education and applied theatre around the premise that drama can be a force for change within both individual lives and society more broadly. However, little has been published in terms of charting the nature of this relationship. By combining theoretical, historical and practical perspectives, this book unpacks and explores drama’s intrinsically entwined relationship with society more comprehensively and critically. Chapters gather together and develop a range of theoretical understandings of social justice in applied drama in the first part of the book, which are then used to frame and inform more focused discussions of drama research and practice in the second. Contributors move beyond practical understandings of drama for empowerment or development in order to engage with the philosophy of praxis – the interconnected and symbiotic nature of theory derived from practice, and practice derived from theory. Including concrete examples from current research and practice in the field, the book opens up a conversation on and counter-narrative to perceptions of the nature and impact of applied theatre and drama education on social justice. Drama and Social Justice will be key reading for postgraduate students, academics, researchers and field-based practitioners in the areas of applied drama and theatre, education and youth work, and social justice and the social sciences.

Entertainment Education and Social Change

Author : Arvind Singhal
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Entertainment-Education and Social Change introduces readers to entertainment-education (E-E) literature from multiple perspectives. This distinctive collection covers the history of entertainment-education, its applications in the United States and throughout the world, the multiple communication theories that bear on E-E, and a range of research methods for studying the effects of E-E interventions. The editors include commentary and insights from prominent E-E theoreticians, practitioners, activists, and researchers, representing a wide range of nationalities and theoretical orientations. Examples of effective E-E designs and applications, as well as an agenda for future E-E initiatives and campaigns, make this work a useful volume for scholars, educators, and practitioners in entertainment media studies, behavior change communications, public health, psychology, social work, and other arenas concerned with strategies for social change. It will be an invaluable resource book for members of governmental and non-profit agencies, public health and development professionals, and social activists.

The Drama of Social Life

Author : T. R. Young
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These essays explore the many ways theater and dramaturgy are used to shape the everyday experience of people in mass societies. Young argues that technologies combine with the world of art, music, and cinema to shape consciousness as a commodity and to fragment social relations in the market as well as in religion and politics. He sees the central problem of post-modern society as how to live in a world constructed by human beings without nihilism on the one hand or repressive dogmatism on the other. Young argues that in advanced monopoly capitalism, dramaturgy has replaced coercion as the management tool of choice for the control of consumers, workers, voters and state functionaries. Young calls this process the “colonization of desire.” Desire is colonized by the use of dramaturgy, mass media, and the various forms of art in order to generate consumers, vesting desire in ownership and display rather than in interpersonal relationships with profound consequence for marriage, kinship, friendship and community. While Young focuses his critique on capitalist societies undergoing great changes, he insists that the same developments are to be found in bureaucratically organized socialist societies. The Drama of Social Life is of interest to those who study theories of moral development, cultural studies, the uses of leisure, politics, or simply the uses of “make believe.” It is intended for the informed lay public as much as for social psychologists.

The Routledge Companion to Drama in Education

Author : Mary McAvoy
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The Routledge Companion to Drama in Education is a comprehensive reference guide to this unique performance discipline, focusing on its process-oriented theatrical techniques, engagement of a broad spectrum of learners, its historical roots as a field of inquiry and its transdisciplinary pedagogical practices. The book approaches drama in education (DE) from a wide range of perspectives, from leading scholars to teaching artists and school educators who specialise in DE teaching. It presents the central disciplinary conversations around key issues, including best practice in DE, aesthetics and artistry in teaching, the histories of DE, ideologies in drama and education, and concerns around access, inclusivity and justice. Including reflections, lesson plans, programme designs, case studies and provocations from scholars, educators and community arts workers, this is the most robust and comprehensive resource for those interested in DE’s past, present and future.

Drama for Development

Author : Andrew Skuse
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How do drama serials communicate development goals and achieve dramatic impact? What is involved in translating storylines, such as those from the BBC’s longest running radio soap opera, The Archers, for diverse local cultural contexts? Can drama serials bring about positive social change? This book offers unprecedented insights into the production and consumption of a range of popular radio and television drama serials, broadcast in places as diverse as Afghanistan, Burma, Cambodia, Nepal, Pakistan, India, Nigeria and Rwanda. It brings into dialogue the perspectives of the creative teams who make ‘dramas for development’, the donors who pay for them, and the audiences who consume them. It also highlights the crucial role of audience research as a tool for making drama and as a resource for translating cultures. This book emerges from a unique research collaboration over a three year period between The Open University, the University of Adelaide, and the BBC World Service Trust. This path-breaking initiative opens windows on the intertwined worlds of media and development for academics and audiences alike. Cultural translation means different things for dramatists, development practitioners, donors, audiences, and scholars. Their interests may collude or collide. What accommodations and adjustments are entailed in transnational circuits of serial drama production? What imaginative investments are required on the part of dramatists unfamiliar with local cultures? What cultural assumptions need to be exploded to reach audiences? This book offers an innovative framework for analysing drama for development that will appeal to practitioners and academics alike.

Culture Precepts and Social Change in Southeastern Nigeria

Author : Apollos O. Nwauwa
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This book provides a unique insight into understanding the Igbo social, economic, and political world through comprehensive analyses of indigenous and foreign religious practices, issues surrounding women, literature, language, sexism in musical lyrics, films, and community development and government. It also explores thought-provoking cultural practices relating to marriage and divorce, reincarnation, naming, and masquerade dance. The themes covered in the book help readers appreciate the often-neglected multifaceted local and external forces that continue to shape the Igbo experience in southeastern Nigeria.

How Drama Activates Learning

Author : Michael Anderson
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How Drama Activates Learning: Contemporary Research and Practice draws together leaders in drama education and applied theatre from across the globe, including authors from Europe, North America and Australasia. It explores how learning can be activated when drama pedagogies and philosophies are applied across diverse contexts and for varied purposes. The areas explored include: · history · literacy, oracy and listening · health and human relationships education · science · democracy, social justice and global citizenship education · bullying and conflict management · criticality · digital technologies · additional language learning Drawing on a range of theoretical perspectives, the contributors present case studies of drama and applied theatre work in school and community settings, providing rich descriptions of practice accompanied by detailed analysis underpinned by the theoretical perspectives of key thinkers from both within and beyond the field of drama.

Literary Practice and Social Change in Britain 1380 1530

Author : Lee Patterson
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As a traditional site of historicist practice, medieval studies is particularly well-placed to benefit from the recent reemergence of historicism in literary studies. But this new "critical historicism" is different in both method and interests from past forms of historicist work. The differences are well illustrated by this collection. The concern with politics, the reliance on the materials of economic and social history, the conception of writing as a form of social practice, the focus upon the forces of change in medieval culture, the unwillingness to observe the usual distinction between literary and historical texts, and the historicization of their own practice--these characteristics make the publication of these essays a significant event for medieval studies.

International Perspectives on Drama and Citizenship Education

Author : Nicholas McGuinn
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This book brings together respected international academics and practitioners from citizenship and drama to debate, share their experiences and plan a way forward for academic and professional best practice in drama and citizenship education for a democratic society. Drawing on international contributions, the chapters explore fundamental ideas about theatre and drama from a global perspective with connections made to action and identity. The main section of the book showcases authors from around the world discussing their perspectives of what is happening within particular countries and exploring a range of ideas and issues that relate to vitally important matters including community, socialism, post-colonialism, diversity, inclusion and more. The final section of the book brings together teams of authors from citizenship and drama education, who discuss the essential elements of citizenship education and encourage insight and practical collaboration from drama experts. The book is unique in presenting dynamic interaction between citizenship and drama experts and encouraging academics and professional to develop their own work in these areas. It will be of great interest to academics, researchers and students in the fields of citizenship education, drama education and all those interested in promoting social justice through education.