Klasserommet som Agora – et reelt demokratisk rom?
DOI:
https://doi.org/10.7146/peri.v16iS8.117596Nøgleord:
Klasserommet, dramapraksis, demokrati, Rancière, Agora, Classroom, drama practice, democracyResumé
I artikkelen undersøker vi hvorvidt en spesifikk dramapraksis kan bidra til å styrke klasserommets potensial som demokratisk arena. Diskusjonen knytter an til Rancières politiske estetikk, og begrepet om Agora i radikal pedagogisk forstand. Vi finner tegn på at fasilitert dramapraksis med grader av elevselvstyring i klasserommet kan re-etablere en læringskultur nært et ideal om klasserommet som «agora», og dermed bli en del av det reelle politiske demokrati.
In this article, we examine whether a specific drama practice can help strengthen the classroom’s potential as a democratic arena. The discussion relates to Rancière’s political aesthetics, and the concept of Agora in a radical educational sense. We find that facilitated drama practice with degrees of pupils’ self-management in the classroom can re-establish a learning culture close to an ideal of school and classroom as part of a real political democracy.
Referencer
Crouch, C. (2014). Putting neoliberalism in its place. The Political Quarterly. 85, 114–121.
Govan, E, Nicholson, H, Normington, K. (2007). Making a performance: Devising histories and contemporary practices, Oxon, UK: Routledge.
Hallward, P. (2006). Staging equality: on Ranciere’s theatrocracy. New Left Review, 109–129.
Haseman, B., & Rasmussen, B. (2010). Researching the Possibilities for Knowing in Process Drama, i J. Shu & P. Chan (Red.), Planting Trees of Drama with Global Vision in Local Knowledge: the IDEA 2007 Dialogues. 478–489: Hong Kong Drama/Theatre and Education Forum (TEFO), IDEA publications.
Heddon, D. & Milling, J. (2006). Devising Performance – a critical history, Palgrave Macmillan, New York.
Heggstad, K.M. (2012). Å fastholde det flyktige – videoobservasjon I drama/teaterforskning, i Gjærum, R. G. & Rasmussen, B. (red). Forestilling, framføring, forskning. Metodologi i anvendt teaterforskning. (s. 231–247). Trondheim: Akademika forlag.
Margus, V. (2018). Everyday aesthetics and Jacques Rancière: reconfiguring the common field of aesthetics and politics, Journal of Aesthetics & Culture, 10:1, DOI: https://doi.org/10.1080/20004214.2018.1506209
Mark, J.J. (2009). Agora. Ancient History Encyclopedia, http://www.ancient.eu/agora/
Mouffe, C. (2000). The Democratic Paradox. London; Verso.
Nowotny, H. (2003). Dilemma of experise. Democratising expertise and socially robust knowledge. Science and Public Policy, volume 30, number 3, June 2003, 151–156, Beech tree Publishing, 10 Watford Close, Guildford, Surrey GUI 2EP, England.
Oddey, A. (1994). Devising Theatre. A practical and theoretical handbook. London: Routledge.
Overordnet del – verdier og prinsipper for grunnopplæringen» (2017) https://www.regjeringen.no/contentassets/37f2f7e1850046a0a3f676fd45851384/overordnet-del---verdier-og-prinsipper-for-grunnopplaringen.pdf
Pell, J. & Duffy, W. (2015). Freire in the Agora: Critical Pedagogy and Civil Discourse.
Literacy in Composition Studies, 3(1), 95–107, https://doi.org/10.21623/1.3.1.8
Rancière, J. (2006). Hatred of Democracy, London, Verso.
Rancière, J. & Corcoran, S. (2010). Dissensus: on Politics and Aesthetics, London, Continuum.
Rancière, J. (2011). The Thinking of Dissensus: Politics and Aesthetics, i Paul Bowman & Richard Stamps (Red) Reading Rancière, Continuum, Londres: N.York, 2011, 1–17.
Rancière, J. & Rockhill, G. (2013). The Politics of Aesthetics, London, Bloomsbury Academic.
Rasmussen, B. (2010). The good enough drama. Reinterpreting constructivist aesthetics and epistemology in drama education. Research in Drama Education, 5(4), 529–546.
Rehm, R. (2002). The Play of Space: Spatial Transformation in Greek Tragedy, Princeton University Press.
Stray, J.H. (2014). Skolens demokratimandat, i Stray, J.H. og Wittek, L. (Red), (2014) Pedagogikk – en grunnbok. (s.651–664). Oslo: Cappelen Damm Akademisk.
Swyngedouw, E. (2011). Interrogating post-democratization: Reclaiming egalitarian political spaces. Political Geography, 30, 370–380.
Øfsti, R. (2014). Rommet og undervisninga – læraren som scenograf. I, Østern, A-L. (red). Dramaturgi i didaktisk kontekst, (s. 87–119), Fagbokforlaget Vigmostad & Bjørke AS, Trondheim.
Downloads
Publiceret
Citation/Eksport
Nummer
Sektion
Licens
Copyright Peripeti og forfatterne - Artiklerne er tilgængelige for direkte links.
