Introduction
In this illustrative case study, I intend to explore the nature of cognitive dissonance within a democratic classroom. I am interested in interrogating the evidence created within a single drama lesson and in particular how a drama teacher facilitates a democratic environment within which participants can safely explore contrasting paradigms that are forming their thinking on the issue at hand and wider world issues. I will inspect the way that the work is set up and the way that the participants react to the given stimulus and the views and opinions of others. This is particularly pertinent to my current practice because as a teacher I find myself consistently in a state whereby I am trying to serve the needs of the learner, the needs of the subject, the needs of the wider school and the needs of external factors such as examination boards.
In the current climate, the…
View original post 15,076 more words
The Drama in Education Hub 