Drama as democratic and inclusive practice
Journal article, Peer reviewed
Published version
View/ Open
Date
2021Metadata
Show full item recordCollections
Original version
https://doi.org/10.1080/08929092.2021.1891164Abstract
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.