Dissertation committee:
MΠΟΥΡΝΕΛΛΗ ΠΑΓΩΝΑ Καθηγήτρια Χορού. Σχολή Επιστήμης Φυσικής Αγωγής και Αθλητισμού - ΕΚΠΑ)
ΠΑΤΣΑΝΤΑΡΑΣ ΝΙΚΟΛΑΟΣ Καθηγητής Αθλητικής Κοινωνιολογίας. Σχολή Επιστήμης Φυσικής Αγωγής και Αθλητισμού - ΕΚΠΑ
ΚΟΝΤΟΓΙΑΝΝΗ ΑΛΚΗΣΤΙΣ Καθηγήτρια Δραματικής Τέχνης στην Εκπαίδευση. Τμήμα Θεατρικών Σπουδών της Σχολής Καλών Τεχνών - Πανεπιστήμιο Πελοποννήσου
ΤΥΡΟΒΟΛΑ ΒΑΣΙΛΙΚΗ Ομότιμη Καθηγήτρια Ελληνικού Παραδοσιακού Χορού - Μορφολογίας του Ελληνικού Παραδοσιακού Χορού. Σχολή Επιστήμης Φυσικής Αγωγής και Αθλητισμού - Ε.Κ.Π.Α
ΚΑΜΠΕΡΙΔΟΥ ΕΙΡΗΝΗ Αναπληρώτρια Καθηγήτρια Εισαγωγής στην Κοινωνιολογία: Κοινωνικό Φύλο και Αθλητισμός. Σχολή Επιστήμης Φυσικής Αγωγής και Αθλητισμού - Ε.Κ.Π.Α
ΣΤΑΥΡΟΥ ΝΕΚΤΑΡΙΟΣ Επίκουρος Καθηγητής Αθλητικής Ψυχολογίας - Κινητικής Συμπεριφοράς. Σχολή Επιστήμης Φυσικής Αγωγής και Αθλητισμού - Ε.Κ.Π.Α
ΔΑΝΙΑ ΑΣΠΑΣΙΑ Επίκουρη Καθηγήτρια Διδακτικής της Φυσικής Αγωγής. Σχολή Επιστήμης Φυσικής Αγωγής και Αθλητισμού - Ε.Κ.Π.Α
Summary:
The implementation of Drama in Education constitutes an alternative educational methodology, which borrows activities and techniques from the art of drama, in order to enhance the cognitive, emotional and psychomotor development of children. As an educational tool, it is not the same with a theatrical performance in schools. This study attempts to fill the gap in research into Drama in Εducation in Greek educational reality. The study explores the role of Drama in Education in respecting and accepting cultural diversity among the students in a class, which is dominated by cultural diversity. The study is part of the qualitative research methodology and it is characterized as a case study. Its interest focuses on the ways in which students perceive or construct the social reality of the school environment and on the ways that through complex cultural and social mechanisms, notions and practices, they shape their specific options of the things around them. The study was conveyed at the 87th Elementary School of Intercultural Education of Athens, the school year 2014-2015. The sample consisted of 21 pupils, of D grade and E grade. The children attended a special program of drama activities for 17 weeks, with a frequency of 2 hours a week. Students’ interviews, as well as observations and researcher’s portfolio were the study’s instruments. In the analysis of the data, the evaluations and self-assessments of the pupils who participated in the survey were taken into account. The findings demonstrated the positive influence of the program on respecting and on accepting national, religious, linguistic and racial diversity. The program also improved the interpersonal relationships of the children involved in its activities. In the perspective of this study, education is to be understood as a multi-faced process through which children acquire the behaviors which are necessary, in order to participate effectively in society. Drama in Education is emerging as an important educational tool by which every teacher can manage the heterogeneity of the classroom by improving the quality
of his teaching. This is particularly important at a time when the cultural heterogeneity of school classes in Greece is more intense than ever.
Keywords:
Drama in Education, Cultural Diversity, Difference, Interpersonal Relationships, Cosmopolitanism, Empathy, Acceptance.
