Can selected Shakespearean stories impact on personal and social development? : seven case studies at Key Stage 3
Lighthill, Brian (2011) Can selected Shakespearean stories impact on personal and social development? : seven case studies at Key Stage 3. PhD thesis, University of Warwick.
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This longitudinal study provides a critique of current delivery of PSHFE and Citizenship
lessons and offers an original transdisciplinary approach to these learning-for-life
Using action research methodologies, the study investigated whether selected
Shakespearean stories could stimulate Socratic discussions on the decisions made by the
characters. Then, in parallel with the topics on the PSHFE and Citizenship curricula, the
students philosophised on alternative ways of thinking and acting and vicariously develop
their own social and moral reasoning.
The research design was based on the eclectic ‘bricoleur’ model developed by Kincheloe
and Berry (2004) and was supported by both quantitative and qualitative analyses. In
order to capture the complexity of measuring the impact of Shakespearean stories a threetiered
research template was designed. Based on the response to neo-Kohlbergian
conundrums discussed in the thrice-yearly home interviews, the informers’ personal and
social development (PSD) was assessed using Kohlberg’s ‘six stages in moral reasoning’
as a measuring stick. Then, having triangulated the PSD variations from other sources,
‘partial connections’ (Law, 2007, p.155) were sought between the Shakespearean stories
used in the action research and the informers’ PSD.
Case study analyses indicate that, for the majority of the informers, partial connections
were made between the Shakespearean stories and their PSD during KS3.
The boundary set by this investigation was that the case studies consisted of seven
randomly selected informers based in one school. However, the aforementioned
quantitative studies were used to establish the representability of the students to the wider
The action research offered nine interpretive discoveries which could contribute to more
effective delivery of PSHFE and Citizenship.
The key conceptual discovery was that PSHFE and Citizenship need another kind of
pedagogic approach if they are to help develop empathetic and active citizens - an
approach which would move the teacher/student relationship towards a facilitator/student
partnership and have ramifications for teacher recruitment and training.
|Item Type:||Thesis or Dissertation (PhD)|
|Subjects:||L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools|
|Library of Congress Subject Headings (LCSH):||Citizenship -- Study and teaching, Child development, Shakespeare, William, 1564-1616 -- Criticism and interpretation|
|Official Date:||August 2011|
|Institution:||University of Warwick|
|Theses Department:||Institute of Education|
|Sponsors:||University of Warwick. Institute of Education|
|Extent:||407 leaves : ill., charts|
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