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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/32362

Title: Applied Theatre at the Heart of Educational Reform: An Impact and Sustainability Analysis
Authors: Gallagher, Kathleen
Service, Ivan
Keywords: applied theatre
theatre intervention
social culture
impact assessment
school relationship and dialogue
social issues
professional development
Issue Date: May-2010
Publisher: Taylor & Francis (Routledge)
Citation: Gallagher, K., & Service, I. (2010) Applied theatre at the heart of educational reform: An impact and sustainability analysis. Research in Drama Education: The Journal of Applied Theatre and Performance, 15(2), 235-253. doi:10.1080/13569781003700144
Abstract: This article reports on an impact assessment study, conducted between 2007 and 2009, of the Elementary Teachers' Federation of Ontario's (ETFO) Poverty and Education Project, an intervention which encouraged educators to challenge their assumptions about poverty and explore collaborative opportunities to mitigate the effects of poverty in their schools. A touring theatre production (Danny, King of the Basement), professional development in drama, supporting curriculum documents, and other financial and material resources were provided by the Federation to a selection of schools serving students from economically disadvantaged backgrounds across the province. Our purpose was to understand the impact and sustainability of an applied theatre intervention on a school's ability to address the issue of local poverty effectively. Our findings report on the role that the applied theatre intervention played in effecting change in relationships, initiating dialogue, and deepening understanding of social issues. Our analysis demonstrates that the applied theatre intervention had a positive effect on pedagogical relationships and acted as a catalyst in opening up dialogue between teachers and students, helping both to explore new conceptions of teaching and learning in communities facing economic challenges.
URI: http://simplelink.library.utoronto.ca/url.cfm/265258
ISSN: 1356-9783 (Print)
1470-112X (Online)
Appears in Collections:Faculty (CTL)

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