Tam, Po Chi (2008) A multi-case study of Chinese language classrooms with drama as pedagogy : a dialogic perspective. PhD thesis, University of Warwick.

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Abstract

This multiple ethnographic case studies aims to investigate the critical literacy
which emerged and emanated in the Chinese classrooms using drama as
pedagogy. Drawing on the perspectives of Critical theories, Bakhtin Mikhail's
dialogism, and also the literatures on critical literacy, this study argues that there
is disparity of statuses of languages, knowledges, cultures and peoples within the
Chinese language classrooms. Considering that indoctrinated teaching, official
Chinese language and functional literacy are deeply ingrained within Chinese
education, this study explore the efficacy of drama to promote pupils' voices and
transform the Chinese language education. Concepts grounded in dialogism such
as habitus, anwerability, voice, carnival were applied to constitute a theoretical
frame for data analysis. Finally, six Chinese classrooms were selected as cases
for in-depth discussion. It was found that there was an absence of dichotomous
practice of critical dialogical literacy when drama was used. Instead, shades of
grey of criticality and dialogicality were identified within those case study
classrooms, showing that the dynamic and intricate power relations between
pupils and teachers, as well as the interplay between the official language, culture,
knowledge and habitus and those of the unofficial. The results also revealed that
the more drama was applied in the classroom, more lively and carnivalesque the
classroom was, and hence a higher degree of criticality and dialogicality. It was
found that drama allows pupils to participate and create their learning content and
environment. In addition to the use of drama, the use of space, the classroom
order, the teaching materials, the classroom talk and discussion, the pupils' bodily
response all are crucial for giving rise to a dialogic space for drama to take place.
All these elements worked as the integral architectonics which affected the
emergence and development of pupils' voices.

Item Type:	Thesis (PhD)
Subjects:	L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools P Language and Literature > PI Oriental languages and literatures
Library of Congress Subject Headings (LCSH):	Chinese language -- Study and teaching, Drama -- Study and teaching -- China, Acting games -- China
Official Date:	May 2008
Dates:	Date Event May 2008 Submitted
Institution:	University of Warwick
Theses Department:	Institute of Education
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Neelands, Jonothan
Extent:	379 leaves : ill.
Language:	eng

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