Drama as democratic and inclusive practice
Journal article, Peer reviewed
MetadataShow full item record
This article examines how two devising theater projects with 43 seventh grade pupils respond to values in adaptive education: inclusion, appreciation, variation, experience, relevance, context, and participation. We focus on statue work and the formation of ideas through negotiation processes. The project responds to and concretizes democratic working methods and a pupil perspective in adaptive education. The article suggests that exploratory ensemble-based forms of learning offer the pupils an opportunity to discover their own and the other’s voice, which opens up inclusion into a community.