Histories of forgetting, geographies of remembering : exploring processes of witnessing and performing in senior secondary humanities classroom(s) ...
This thesis explores the roles oral histories and drama can play in questioning and transforming dominant curricular narratives in senior secondary Humanities (Social Studies, First Nations Studies, History, Geography) education. The project centered on two classes (Social Studies 11, First Nations...
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| Format: | Text |
| Language: | English |
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University of British Columbia
2009
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| Online Access: | https://dx.doi.org/10.14288/1.0055609 https://doi.library.ubc.ca/10.14288/1.0055609 |
| Summary: | This thesis explores the roles oral histories and drama can play in questioning and transforming dominant curricular narratives in senior secondary Humanities (Social Studies, First Nations Studies, History, Geography) education. The project centered on two classes (Social Studies 11, First Nations Studies 12) in a secondary school in Langley, British Columbia. In collaboration with the regular classroom teacher, the author designed two eight week study units, one for each course, that incorporated oral testimonies from Canadian marginalized communities into a pedagogical framework of critical analysis and reflective drama processes. The testimonies detailed such experiences as legislated segregation in the City of Vancouver, residential schooling and the Japanese internment. The author used the Theatre of the Oppressed techniques of Augusto Boal (image theatre, cops in the head, forum theatre) to facilitate the students in their responses to the testimonies. Students also participated in class discussions ... |
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