Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning

Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning

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Drawing on theoretical work in literacy education, drama education and second language education, and taking account of poststructuralist, postcolonial, third world feminist, critical pedagogy, and intersectionality frameworks, this dissertation presents findings from an ethnography that critically...

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Bibliographic Details
Main Author: Yaman Ntelioglou, Burcu
Other Authors: Gallagher, Kathleen
Language:en_ca
Published: 2012
Subjects:
Drama
Second Language Education
Literacy Education
English as a Second Language
English as an additional language
Identity texts
English Language Learners
Ethnographic Research
Multi-sited Ethnography
Applied Theatre
Applied Drama
ESL
ELL
Pedagogy
Multimodality
Multiliteracies
Embodied Learning
Reading
Writing
Listening
Speaking
Linguistic Diversity
Situated Practice
Critical Framing
Third-world feminism
poststructuralism
postcolonialism
critical pedagogy
Urban Education
High School Students
Linguistic and Cultural Diversity
0515
0279
0340
0282
Online Access:http://hdl.handle.net/1807/43403

Internet

http://hdl.handle.net/1807/43403

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