Bryer, T;
(2017)
Of Mermen and monster: A slippery story of drama in education and related practices.
Changing English
, 24
(4)
pp. 426-440.
10.1080/1358684X.2017.1369347.
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Abstract
The account of the evolution of a classroom teacher (me) that follows is suggestive of a degree of agency and creativity that is rarely acknowledged. Teachers are currently positioned in ways that underline their instrumental role – their duty to students, parents, school and government to ensure that students achieve. A lack of faith in teachers’ capacity to innovate on their own terms means that creative practice in schools is routinely overlooked or mistrusted. My own history serves to illustrate the complex ways in which teachers develop their practice, and the cultural and political influences that play their part in the process. This article ends with some comparison between my own experience and that of my student teachers as they embark on their teaching careers nearly 30 years later.
| Type: | Article |
|---|---|
| Title: | Of Mermen and monster: A slippery story of drama in education and related practices |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/1358684X.2017.1369347 |
| Publisher version: | https://doi.org/10.1080/1358684X.2017.1369347 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Drama in education, role, community, filmmaking, agency, creativity, pedagogy |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10041325 |
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