dc.contributor.author | Storsve, Kristine | |
dc.contributor.author | Gjærum, Rikke Gürgens | |
dc.contributor.author | Rasmussen, Bjørn K. | |
dc.date.accessioned | 2021-09-21T07:53:56Z | |
dc.date.available | 2021-09-21T07:53:56Z | |
dc.date.created | 2021-04-07T09:50:08Z | |
dc.date.issued | 2021 | |
dc.identifier.issn | 0892-9092 | |
dc.identifier.uri | https://hdl.handle.net/11250/2779749 | |
dc.description.abstract | 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. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Routledge | en_US |
dc.relation.uri | https://www.tandfonline.com/doi/pdf/10.1080/08929092.2021.1891164?needAccess=true | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.title | Drama as democratic and inclusive practice | en_US |
dc.type | Journal article | en_US |
dc.type | Peer reviewed | en_US |
dc.description.version | publishedVersion | en_US |
dc.source.journal | Youth Theatre Journal | en_US |
dc.identifier.doi | https://doi.org/10.1080/08929092.2021.1891164 | |
dc.identifier.cristin | 1902600 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |