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Of Mermen and monster: A slippery story of drama in education and related practices

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. Green open access

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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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