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ArtsPraxis: Volume 12, Issue 1
Full text linkIn this issue, the editor reflects on the current political climate in the US and its impact on theatre education. The editor then introduces this issue, in which our contributors document and reflect on innovative educational theatre practices. Samantha Briggs and Marissa Barnathan explore how they combined methods from participatory democracy, futures studies, and Boal’s Legislative Theatre to create a multi-step audience engagement process consisting of pre-production, post-show, and post-production workshops aimed at collectively strategizing methods for preventing gun violence. Aghogho Lucky Imiti contends that Theatre Arts as a professional discipline in the humanities should be regarded as other disciplines, and its graduates be given equal opportunities as their counterparts from other fields in Nigeria. Rosalind M. Flynn analyzes embodied learning, using physical theatre activities to support the learning of vocabulary words. Finally, Dave Humphreys shows how carefully structured and targeted drama games can benefit learners’ experiences and support teachers in understanding a dramatic pedagogical approach
Innovation in Commercial Real Estate Summer 2025
No full textCourse: REAL1-GC2720.001/DEVE1-GC2720.00
Book Review: Temporary Stages III: How High School Theatre Fosters Spiritual Strength and Critical Consciousness by Jo Beth Gonzalez
Full text linkIn reviewing Jo Beth Gonzalez’s Temporary Stages III: How High School Theatre Fosters Spiritual Growth and Critical Consciousness, Lauren Gorelov demonstrates how Gonzalez situates theatre pedagogy within a critical spiritual framework that unites students’ inner development with their growing awareness of social structures and inequities
Coaching-Observing-Reflecting-Engaging: An Intervention for the Development of Teacher Wellbeing
Full text linkSupport to improve teacher wellbeing is scarce in almost all contexts, but especially so in low- and middle-income settings in which teachers face both professional and personal challenges (Kirk and Winthrop 2007; Mendenhall, Gomez, and Varni 2018). In this field note, we discuss War Child’s development of Coaching-Observing-Reflecting-Engaging (CORE) for Teachers, an intervention that focuses on improving teachers’ wellbeing. CORE is grounded in acceptance and commitment therapy and in the social-emotional framework of the Collaborative for Academic, Social, and Emotional Learning. It also draws from current research, including Jennings and Greenberg’s (2009) prosocial classroom model. CORE aims to have a positive influence on classroom climate by providing teachers with the skills and knowledge they need to create an enabling, impactful, and safe learning environment for their students. In this field note, we outline the background on the development of the CORE intervention, including a literature review, the development of a theory of change, and field testing conducted in Chocó, Colombia. Having been field tested and adapted, CORE now is ready for further studies to determine feasibility and effectiveness
Drama Games: Establishing Equilibrium in Education
Full text linkThis research paper focuses on the usefulness of drama games in educational settings and how they can be utilised for learning purposes. Despite the prescribed manner of the National Curriculum in England, the findings of this paper show how carefully structured and targeted drama games can benefit learners’ experiences and support teachers in understanding a dramatic pedagogical approach that can work for them. Discussions around learning agency and creative ownership are crucial to understand how the practice contributes to both. Through an autoethnographic lens, the research model carefully documents with plans of the conducted workshops and reflections from the author of how the games have affected learning and engagement. Employing the use of Chris Johnston’s (2005) Six Polarities, the research is narrowed to prove how drama games offer an equal opportunity for students to engage in learning material whilst developing skills such as teamwork, confidence in communication and problem solving
Postcards from Oasis: Paradox and Inclusive Theatre in South Africa
Full text linkThis article explores the paradoxes of disability inclusion in theatre through four case studies from The Oasis League, an applied inclusive theatre project at Oasis Association, a group home for adults with intellectual disabilities in Cape Town, South Africa. Situated within participatory arts research and applied theatre pedagogy, the project brought together University of Cape Town theatre and Oasis residents in six weeks of devising workshops culminating in public performances. Each “postcard” case study captures a snapshot of inclusive practice—superhero soundscapes, tea-time battles, recycling adventures, and the “best worst day”—illustrating both the possibilities and contradictions of inclusion. The postcards dramatize tensions between access and participation, independence and interdependence, visibility and invisibility, and highlight the ways relationships, reciprocity, and collaboration become engines of transformation. While inclusive theatre challenges systemic ableism, paradoxes remain: inclusion risks tokenism, simplification, or segregation, even as it seeks equity. These tensions, however, are not failures but generative forces that produce innovative strategies for access, artistry, and allyship. The article argues that inclusive theatre training must embrace paradox as method—equipping practitioners to adapt flexibly, center relationships, and build communities that are “perfectly imperfect, exclusively inclusive, and weirdly normal.
Journal on Education in Emergencies: Volume 10, Number 1 (Complete)
No full textThis issue of the Journal on Education in Emergencies (JEiE) samples the broad range of themes, contexts, disciplinary perspectives, and methodological approaches that represent research and practice in the field of education in emergencies. The articles in this issue of JEiE present evidence that underscores the need for education systems that are flexible, inclusive, and responsive to the social, cultural, and political conditions in which they operate.
JEiE Volume 10, Number 1 includes five research articles, two field notes, and three book reviews. It offers cutting-edge scholarly and applied research conducted by teams of academics, practitioners, advocates, and policymakers who live and work among diverse populations in an array of settings, including Palestine, Lebanon, Colombia, Tanzania, Uganda, Ethiopia, Nigeria, and the United States. The rigorous research and innovative field notes in this issue join debates over the agency, power, rights, (in)visibility, and deservingness of vulnerable, marginalized, and crisis-affected students and their communities.
The authors who contributed to this issue break new ground in our understanding of identity, belonging, and access to education. They explore the opportunities and challenges of refining and scaling play-based learning for refugee and host communities. They critically reflect on initiatives for supporting teacher wellbeing, training, and professionalization. And they share insights into how displacement, migration, and resettlement affect education experiences worldwide
Navigating Remote Early Childhood Education in Hard-to-Access Settings: A Qualitative Study of Caregivers’ and Teachers’ Experiences in Lebanon
Full text linkIn this qualitative research article, we examine the feasibility and perceptions of a remote early learning program and the Ahlan Simsim Families parenting program in hard-to-access areas of Lebanon. Our research targets Syrian refugee families dealing with the economic aftermath of the COVID-19 pandemic, including the resulting social tensions and a recovering education system. We explore the experiences of teachers, facilitators, and caregivers in order to identify the key factors that contributed to the two programs’ success. Data from 71 postintervention interviews and 9 focus groups conducted in July 2022 and January 2023 reveal that remote programs are viable in contexts with limited in-person access. Despite some challenges, both teachers and caregivers demonstrated their adaptability and commitment. Flexible programming that accommodated family schedules proved essential. The caregivers’ engagement was driven by their recognition of the programs’ value and embracing of play-based learning. Using Weisner’s (2002) ecocultural framework, the study challenges the notion that education programs must align with family routines. It presents evidence from the Ahlan Simsim intervention that this program can have a positive effect, even in the absence of established daily routines. The study highlights the importance of program design, teacher training, and collaboration in meeting families’ diverse needs, which has implications for creating flexible, engaging, remote early childhood education programs