The transformative capacity of play and the arts for learning and student engagement: implications for pre-service teacher education

Jones, Janice K. (2012) The transformative capacity of play and the arts for learning and student engagement: implications for pre-service teacher education. In: Pedagogy, Language, Arts and Culture in Education Group Seminars (PLACE 2012), 19 Sep 2012, Cambridge, United Kingdon.

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Abstract

Data gathered during Janice's participatory research in a non-traditional primary school and with pre-service teachers over a 3 year period suggests that a curriculum which evolves from play and the arts may transform students' personal and social development. However, study findings also point to a gap between the 'talk' of transformative pedagogies, sustainability and lifelong learning and the practices of educators within the constraining influences of government-mandated curricula, testing and reporting. This gap challenges educators to create a third space (Bhabha, 1994) for learner agency and transformation.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Lecture)
Refereed: No
Item Status: Live Archive
Additional Information: Invited seminar presentation as visiting scholar, Cambridge University, UK.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 24 Jun 2013 04:42
Last Modified: 31 Jan 2017 05:45
Uncontrolled Keywords: play; transformative pedagogies; third space; the arts; lifelong learning
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1399 Other Education > 139999 Education not elsewhere classified
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/22432

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