UCC Journals (Univ. College Cork)
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Commedia dell’arte et enseignement-apprentissage des langues: Des idées reçues au potentiel pédagogique et performatif
No full textLa commedia dell’arte est une forme dramaturgique à haut potentiel éducatif et patrimonial, produite au sein de la tradition théâtrale italienne. Elle jouit d’une fortune stable à l’international, tant dans les milieux artistiques professionnels que dans l’imaginaire des spectateurs, des enseignants et des étudiants (qu’ils soient ou non italianisants). La commedia dell’arte génère par ailleurs des stéréotypes que l’intervenant peut choisir d’ignorer, de démystifier ou alors d’utiliser comme autant d’éléments de précompréhension culturelle, mobilisables en contexte d’apprentissage. Le potentiel pédagogique et performatif de la commedia dell’arte réside dans sa souplesse et son adaptabilité, qui en font autant une méthode qu’une boîte à outils dont on peut se servir pour extraire des éléments d’apprentissage (critique) dans de multiples contextes éducatifs. Commedia dell\u27arte is a dramatic art form rooted in the Italian theatrical tradition, with a strong cultural heritage and a high educational potential. It has enjoyed lasting international popularity in professional artistic circles and remains firmly embedded in the popular imagination of audiences, teachers and learners, regardless of their knowledge of the Italian language and culture. However, commedia dell\u27arte has also generated multiple stereotypes that teachers may choose to ignore, debunk, or use as a basis for enquiry and understanding in education. The flexibility and adaptability of Commedia dell\u27arte make it both a method and toolbox that can be useful for (critical) learning in a wide range of educational fields and contexts.
Embodied spaces in performative language learning
No full textThis article examines how embodied sensory-affective spaces support the emergence of communication in English as a foreign language within a performative, translanguaging approach. Drawing on an enactive perspective, language is understood as a shared, situated and embodied experience, as well as psychosocial and linguistic. It is shaped by the dynamic interplay between bodies, material spaces, imagination, speech and the temporalities of classroom life. The study analyses data from the CELAVIE project, conducted in Grade 4 and 5 classrooms, combining qualitative materials (18 focus groups, 21 semi-structured interviews, and three explanatory teacher interviews) with quantitative measures of autonomous lexical production in pre- and post-tests. The findings show that transforming the classroom into a performative space—through physical openness, sensory comfort, creative exploration and embodied engagement—encourages students to speak more spontaneously, to draw on multiple languages, and to develop empathy, creativity, and confidence. Six interrelated dimensions of sensitive space emerged: sensitive space-time, intimate spaces, material spaces, performance spaces, physical engagement, and spaces for creativity and autonomy. Together, they reveal how performative practice supports the emergence of communicative behaviour by engaging students’ bodies, emotions, perceptions and imaginative capacities. The results highlight the potential of performative pedagogy to create inclusive learning environments where language becomes a lived, relational and creative experience
Review of Berti, F. & Seitz, S. (2025). The primary school as a playful space. Theories and practices in an international perspective.
No full textThis volume, edited by Francesca Berti and Simone Seitz, offers an in-depth reflection on the role of play in primary school from an international perspective, drawing primarily on Italian, German, and Scottish contexts. Starting from the observation that play is widely recognised as a mode of learning in early childhood education, yet remains comparatively underexplored at the primary level, the contributions gathered in this volume aim to address both a theoretical and an empirical gap in educational research
Navigating Complexity: Strategies for Libraries in a Rapidly Changing World
Get PDFIn a world marked by rapid change and increasing complexity, libraries can play a pivotal role in helping communities navigate uncertainties. This article summarises the presentation ‘How We Make Better Sense of a Rapidly Changing and Complex World,’ delivered at the Health Sciences Libraries Group annual conference in March 2025. The presentation, led by Mairéad Mc Keown and Amy Bond, explored the challenges posed by a VUCA (volatile, uncertain, complex, and ambiguous) world and proposes strategies for libraries and librarians to thrive. This includes adopting a systems-thinking approach, practicing conversational leadership, and leveraging the Knowledge Café methodology to foster dialogue and collaboration. Our presentation underscored the importance of developing 21st-century skills and AI literacy to remain adaptable and resilient
The power of drama to overcome crisis
No full textIn this report, I explore how process drama helps me, as a teacher, to overcome challenges arising from the sense of disconnection. Two challenging situations I address are the crisis in my teaching career caused by being disconnected with students, and the COVID-19 pandemic, the social crisis that aggravated the disconnection. Reflecting on my open class conducted under unfavourable conditions for incorporating drama into class, that is, a classroom with high school seniors and tightened social distancing rules, I investigate how bringing drama into my classroom offered chances for interaction and bonding between the students and me; how my fellow teachers who are new to drama perceived the benefits of using teacher-in-role. After describing the changes in both students and myself brought about by the open class, I analyse what caused the changes in students, based on the nature of drama, and myself, from an existential perspective. Drawing on my experience, I conclude with the hope that drama can help other teachers, who are experiencing difficulties similar to the ones I went through, overcome their moments of crisis
SHOUT: Sharing Hints, Outcomes and Useful Techniques
No full textIn this feature we draw together some of the excellent knowledge and information that our international colleagues have recently produced.
If you have seen or published an open access study that should be highlighted in our regular SHOUT feature, please submit the reference, link and short summary (max 150 words) to [email protected]
