The teaching of foreign languages, and especially that of English as a Foreign Language, has undoubtedly undergone massive changes in Romania during the last decades. A general openness towards innovation and transformation is to be noticed in the post-revolutionary Romanian education system. The study of a foreign language is to be accompanied by elements of literature, culture and civilization, to which students are widely exposed.
If, on the one hand, teenagers are encouraged to become active learners, teachers, on the other, are supposed to keep up with all major transformations and find the best way to help their students engage with their studies.
My practical attempts to stimulate teenagers’ involvement with the study of a different culture via literature have proved to me that drama is an extremely valuable method to be employed, as it is immediate and engaging, it allows for questions to be raised and thus it will infinitely enrich classroom discussion. It makes paths open out into roads not even thought about before, it makes written texts come alive, it colours perspectives and brings depth into our viewpoints. It contains in it the capacity to make us continuously (re)consider and (re)shape ourselves and the world that we share.
The aim of this research paper is to bring into discussion a case study developed in a Romanian upper secondary school and observe what the theory it was inspired by looks like in a practical environment. Thus, the first chapter focuses on a variety of concepts such as cultural identity, the exploration of alternatives, as well as drama and literature as tools in the search for new, fresh perspectives. The second chapter discusses the paradigms that influenced my research design, the data gathering methods I employed for my specific purposes, problems encountered and practical considerations that were taken into account. I also see this chapter as the bridge linking the theory referred to (Chapter 1) and the practice it continuously informed and reshaped (Chapter 3).
As a study, it is meant – at its turn – to open new perspectives towards the teaching of English literature. My hope is that it can be of any interest to my colleagues, or to anybody attempting to challenge the youth of today to listen carefully and purposefully to somebody else’s stories.
Table of Contents
1. Introduction
2. Theoretical Background
2.1. Stereotypes and One-Dimensional Worlds
2.2. On Cultural Identity
2.3. Exploring Alternatives
2.3.1. Narcissus’ Disciple
2.3.2. ‘And in July We Would Often Go South to Ski’
2.3.3. Celebrating Multiple Perspectives
2.4. Literature and Drama in the Exploration of Alternatives
3. Research Methodology
4. Practical Work
4.1. The Beginning of the Project
4.2. Context
4.3. ‘It’s All about Sharing, Isn’t It?’
4.4. ‘Be the Muscle, Be the Eye’
5. Conclusion
Research Objectives and Themes
The primary objective of this research is to examine how drama and literature can be utilized as educational tools to stimulate students to explore diverse perspectives, challenge stereotypes, and cultivate a deeper understanding of cultural identity within an upper secondary school environment in Romania.
- Integration of drama and literature to foster social and emotional learning.
- Deconstruction of stereotypes and one-dimensional perceptions of culture.
- Development of critical thinking and empathetic engagement through roleplay and performance.
- Investigation of the "Third Space" in classroom dynamics for meaningful dialogue.
- Renewal of teaching methodologies to encourage student autonomy and inclusive worldviews.
Excerpt from the Book
2.2. On Cultural Identity
I imagine cultural identity as a living organism, subject to permanent transformation and adjustment, continuously shaping and reshaping itself, both adopting and adapting to other features. Hence, I believe it to be in an endless and ‘profound process of redefinition’ (Bhabha, 1997, p.5), in a perpetual hesitation between fitting into a mould and breaking the mould. I picture it as being constantly devised by the good will of time, space and human relationships.
For neither culture nor identity can ever be regarded as closed, stable and fixed concepts, turned towards themselves in self-sufficiency. On the contrary, they are extremely malleable, volatile and contingent, ‘never fully and finally made’, but ‘incessantly reconstituted’ (Butler, 1993, p.105).
If people feel that they belong to a certain group, it is simply because they can partially rely on a common set of rules or norms. The code in question always becomes the clear marker of a shared cultural identity. However, the very awareness of the existence of such codes is only possible via the confrontation with their absence and, consequently, via the vivid encounter with another culture.
Summary of Chapters
1. Introduction: This chapter establishes the theoretical and personal context of the research, highlighting the importance of story-sharing in overcoming prejudice and exploring the relationship between the "One" and the "Other."
2. Theoretical Background: This section examines the core concepts of cultural identity, stereotyping, and the role of literature and drama in creating an "in-between" space that allows for the exploration of multiple perspectives.
3. Research Methodology: This chapter outlines the qualitative approach, detailing how drama workshops were used as a means of conducting ethnographic inquiry into student perceptions and cultural understanding.
4. Practical Work: This section provides a detailed analysis of the implemented drama workshops, focusing on student responses to literature and their collaborative efforts to "make thought visible" through creative practice.
5. Conclusion: The concluding chapter reflects on the potential for drama and literature to challenge fixed mindsets and foster a more inclusive, empathetic educational environment.
Keywords
Cultural identity, Drama education, Literature, Perspectives, Stereotypes, Multiculturalism, Romania, Teaching methodology, Social imagination, Empathy, Third Space, Qualitative research, Educational reform, Inclusion, Youth engagement.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on the pedagogical application of drama and literature to help teenagers in Romania move beyond stereotypical thinking and engage with diverse perspectives and cultural identities.
What are the central themes explored?
The central themes include cultural identity as a dynamic process, the deconstruction of prejudice, the importance of "sharing" stories, and the role of the teacher in facilitating an open, inclusive classroom environment.
What is the primary objective of the study?
The primary aim is to observe how theory regarding multiculturalism and diversity translates into practical classroom activities, thereby fostering personal growth and critical thinking in students.
Which methodologies are employed?
The research utilizes a qualitative case study approach, incorporating drama conventions, arts-based activities, in-depth interviews, and direct observation of classroom interaction.
What does the main body of the work cover?
The main body covers the theoretical foundations of identity and perspectives, the research design, and detailed accounts of practical drama workshops conducted with students using literary texts like Frankenstein and various poems.
Which keywords characterize this work?
Key terms include Cultural identity, Drama education, Literature, Perspectives, Stereotypes, Multiculturalism, and Social imagination.
How does the author define "cultural identity"?
The author defines cultural identity as a living, malleable organism—not a fixed entity—that is constantly redefined through time, space, and human encounters.
What role does the "Third Space" play in the classroom?
The "Third Space" refers to a dialogical environment where established norms are challenged, allowing students to move beyond their personal biases and encounter "the other" in a safe and creative way.
- Quote paper
- MA in Drama and Theatre Education, University of Warwick Larisa Masay (Author), 2006, Other People's Stories. Researching Perspectives through Literature and Drama, Munich, GRIN Verlag, https://www.grin.com/document/888635
