Matthew DeCoursey
Biographic Data
| ID | 6736477 |
|---|---|
| NAME | Matthew DeCoursey |
| GIVEN NAMES | Matthew |
| FAMILY NAME | DeCoursey |
| SIGNATURE | DECOURSEY M |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0002-5250-306X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Three readers of Ibsen in Hong Kong
This longitudinal study examines three female Chinese students’ responses to Ibsen’s A Doll’s House at a Hong Kong university. We interviewed them about their attitudes towards dating, marriage and divorce, before reading the play; we then elicited responses to a first reading. Finally, we interviewed them after six hours of class discussion. Seven years later, we interviewed the same students about their memory of the play and any moment in that…
Something fruitful for all of us”
New social annotation practices have the potential to become a “signature pedagogy” for educators in literary studies, because social annotation encapsulates both the expected learning outcomes and the underlying value commitments of literature education. We give an account of a project conducted by colleagues at the Education University of Hong Kong, during which colleagues explored social annotation technologies in literary studies courses. Aft…
Stultification and the negotiation of meaning
Jacques Rancière has given us a strong ethical framework for the use of drama in education, but his model is incomplete. In Hong Kong, an examination-driven system often conflicts with teachers’ idealistic ambitions. We suggest a way of expanding Rancière’s model with reference to Étienne Wenger. We use this framework to examine a group of student teachers on practicum. Student teachers can use drama in the interstices by a process understandable…
Perspectives on aesthetics and participation
Anyone doing applied theatre faces a problem. The goals of applied theatre may be addressed in other ways. One may learn about issues by reading books or surfing the Internet. One may develop ideas
Something fruitful for all of us”
New social annotation practices have the potential to become a “signature pedagogy” for educators in literary studies, because social annotation encapsulates both the expected learning outcomes and the underlying value commitments of literature education. We give an account of a project conducted by colleagues at the Education University of Hong Kong, during which colleagues explored social annotation technologies in literary studies courses. Aft…
Stultification and the negotiation of meaning
Jacques Rancière has given us a strong ethical framework for the use of drama in education, but his model is incomplete. In Hong Kong, an examination-driven system often conflicts with teachers’ idealistic ambitions. We suggest a way of expanding Rancière’s model with reference to Étienne Wenger. We use this framework to examine a group of student teachers on practicum. Student teachers can use drama in the interstices by a process understandable…
Perspectives on aesthetics and participation
Anyone doing applied theatre faces a problem. The goals of applied theatre may be addressed in other ways. One may learn about issues by reading books or surfing the Internet. One may develop ideas
Something fruitful for all of us”
New social annotation practices have the potential to become a “signature pedagogy” for educators in literary studies, because social annotation encapsulates both the expected learning outcomes and the underlying value commitments of literature education. We give an account of a project conducted by colleagues at the Education University of Hong Kong, during which colleagues explored social annotation technologies in literary studies courses. Aft…
Three readers of Ibsen in Hong Kong
This longitudinal study examines three female Chinese students’ responses to Ibsen’s A Doll’s House at a Hong Kong university. We interviewed them about their attitudes towards dating, marriage and divorce, before reading the play; we then elicited responses to a first reading. Finally, we interviewed them after six hours of class discussion. Seven years later, we interviewed the same students about their memory of the play and any moment in that…
Psychology (3 works) · Art (2 works) · Computer Science (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Philosophy (2 works) · Philosophy (2 works) · Sociology (2 works) · Theatre and Performance Studies (2 works)