Relations of Power and Drama in Education: The Teacher and Foucault

Authors

  • Mary Styslinger University of South Carolina

DOI:

https://doi.org/10.11575/jet.v34i2.52656

Abstract

The advantages of interweaving drama into education appear numerous as opportunities exist for improved literacy, multiple interpretations, increased collaboration, and problem solving. However, drama may not be playing out the liberatory role for which it was intended. Inspired by Foucault, it is this paper's intent to unmask the discursive practices inherent in drama as they occur in education. Power relations are revealed. Subjects are exposed. Strategies are unraveled. Resistance to controlling ideology and methodology is encouraged.

Author Biography

Mary Styslinger, University of South Carolina

Mary E. Styslinger is an Assistant Professor of English Education in the Department of Instruction and Teacher Education at the University of South Carolina. A university fellow at Kent State University, she recently completed her doctorate in Curriculum and Instruction with concentrations in English and Literacy education and Curriculum theory. She is the author of book chapters encouraging teacher inquiry/artistry and journal articles regarding action research. Her current studies explore the play of feminist cultural and post-structural theory and its relation to oral discourse and discursive practice in English education.

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Published

2018-05-17

Issue

Vol. 34 No. 2 (2000)

Section

Articles

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