Towards a problem-posing pedagogy: Using teacher-in-role in a special needs classroom
Background: Teacher-in-role (t-i-r) drama method is explored as a pedagogical approach that can transform special needs curricula in South Africa. Aim: To use t-i-r to create a collaborative educational environment between learners and teachers. This article drew on Paulo Freire’s problem-posing pe...
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| Format: | Article |
| Language: | English |
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AOSIS
2022-10-01
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| Series: | South African Journal of Childhood Education |
| Subjects: | |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/1205 |
| _version_ | 1811193321644621824 |
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| author | Phemelo C. Hellemann |
| author_facet | Phemelo C. Hellemann |
| author_sort | Phemelo C. Hellemann |
| collection | DOAJ |
| description | Background: Teacher-in-role (t-i-r) drama method is explored as a pedagogical approach that can transform special needs curricula in South Africa.
Aim: To use t-i-r to create a collaborative educational environment between learners and teachers. This article drew on Paulo Freire’s problem-posing pedagogy as a framework that encourages critical thinking and engagement.
Setting: The study took place in the Skills Phase classroom, which handles school-to-workplace transitions at a local special school in a small town.
Methods: This practice-led research study reflects on the uses of Dorothy Heathcote’s teacher-in-role to extend the curriculum beyond the Foundation Phase (Grade 3) level. The lessons involved a series of practical cross-curricular drama lessons that integrated topics from the Life Orientation (Grade 10–12) and the Drama (Creative Arts Grade 7–9) curriculum. The topics encouraged better linkages to work environment capabilities such as communication and problem-solving.
Results: The findings revealed that combining drama-based pedagogy with Freire’s problem-posing pedagogy can help learners become decision-makers and problem-solvers in the classroom. As a result, the learners improved their critical thinking skills, self-esteem and confidence.
Conclusion: The paper showed how drama-based pedagogy within a South African context of learning disability is an area that remains untapped, thus advocating for the uses of this approach as a possibility in improving special needs curricular implementation and practice.
Contribution: The research provided insight into the care and education of special needs learners. Thus, it contributes to the growing academic literature on Drama-in-education (D-i-E) and inclusion in special needs schools in drama practices in South Africa. |
| first_indexed | 2024-04-12T00:06:27Z |
| format | Article |
| id | doaj.art-947a8005eb2240aaaccfa90a2fc5dbd6 |
| institution | Directory Open Access Journal |
| issn | 2223-7674 2223-7682 |
| language | English |
| last_indexed | 2024-04-12T00:06:27Z |
| publishDate | 2022-10-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Journal of Childhood Education |
| spelling | doaj.art-947a8005eb2240aaaccfa90a2fc5dbd62022-12-22T03:56:05ZengAOSISSouth African Journal of Childhood Education2223-76742223-76822022-10-01121e1e1210.4102/sajce.v12i1.1205497Towards a problem-posing pedagogy: Using teacher-in-role in a special needs classroomPhemelo C. Hellemann0Department of Education, Faculty of Education, Rhodes University, Makhanda, South Africa; and, Department of Drama, Faculty of Humanities, Rhodes University, MakhandaBackground: Teacher-in-role (t-i-r) drama method is explored as a pedagogical approach that can transform special needs curricula in South Africa. Aim: To use t-i-r to create a collaborative educational environment between learners and teachers. This article drew on Paulo Freire’s problem-posing pedagogy as a framework that encourages critical thinking and engagement. Setting: The study took place in the Skills Phase classroom, which handles school-to-workplace transitions at a local special school in a small town. Methods: This practice-led research study reflects on the uses of Dorothy Heathcote’s teacher-in-role to extend the curriculum beyond the Foundation Phase (Grade 3) level. The lessons involved a series of practical cross-curricular drama lessons that integrated topics from the Life Orientation (Grade 10–12) and the Drama (Creative Arts Grade 7–9) curriculum. The topics encouraged better linkages to work environment capabilities such as communication and problem-solving. Results: The findings revealed that combining drama-based pedagogy with Freire’s problem-posing pedagogy can help learners become decision-makers and problem-solvers in the classroom. As a result, the learners improved their critical thinking skills, self-esteem and confidence. Conclusion: The paper showed how drama-based pedagogy within a South African context of learning disability is an area that remains untapped, thus advocating for the uses of this approach as a possibility in improving special needs curricular implementation and practice. Contribution: The research provided insight into the care and education of special needs learners. Thus, it contributes to the growing academic literature on Drama-in-education (D-i-E) and inclusion in special needs schools in drama practices in South Africa.https://sajce.co.za/index.php/sajce/article/view/1205drama in educationlearning disabilitycross-curriculumeducational accessdisability artsteacher-in-roleproblem posingpedagogy |
| spellingShingle | Phemelo C. Hellemann Towards a problem-posing pedagogy: Using teacher-in-role in a special needs classroom South African Journal of Childhood Education drama in education learning disability cross-curriculum educational access disability arts teacher-in-role problem posing pedagogy |
| title | Towards a problem-posing pedagogy: Using teacher-in-role in a special needs classroom |
| title_full | Towards a problem-posing pedagogy: Using teacher-in-role in a special needs classroom |
| title_fullStr | Towards a problem-posing pedagogy: Using teacher-in-role in a special needs classroom |
| title_full_unstemmed | Towards a problem-posing pedagogy: Using teacher-in-role in a special needs classroom |
| title_short | Towards a problem-posing pedagogy: Using teacher-in-role in a special needs classroom |
| title_sort | towards a problem posing pedagogy using teacher in role in a special needs classroom |
| topic | drama in education learning disability cross-curriculum educational access disability arts teacher-in-role problem posing pedagogy |
| url | https://sajce.co.za/index.php/sajce/article/view/1205 |
| work_keys_str_mv | AT phemelochellemann towardsaproblemposingpedagogyusingteacherinroleinaspecialneedsclassroom |