Is that what you really want?’
A case study of intracultural ensemble-building within the paradoxes of ‘urbanicity’
Bibliographic Data
| ID | 15080902 |
|---|---|
| Authors | Patricia Enciso (0000-0001-7585-2169, The Ohio State University, corresponding author), Camille Cushman, C Leslie Cushman (The Ohio State University), Brian Edmiston (The Ohio State University), Robin D Post (The Ohio State University), Robin Post, Danielle Berring (Columbus City Schools) |
| Year | 2011 |
| Volume | 16 |
| Issue | 2 |
| Pages | 215-233 |
| Publication date | 2011-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research in Drama Education The Journal of Applied Theatre and Performance (JOURNAL) |
| Journal identifiers | ISSN: 1356-9783 • E-ISSN: 1470-112X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13569783.2011.566991 |
| OpenAlex | W2033224379 |
| Language | EN |
| Citations received | 3 |
| References cited | 11 |
Ensemble-building is a practice within drama education that is understood to be a powerful metaphor for democratic living. However, this ongoing work in classrooms also demands that teachers understand and enact a broad, interrelated range of knowledge, skills, and values that support participants’ encounters with conflict and representations of change. In this sense, ensemble-building is not simply about getting along, but embodies an ‘intracultural’ practice of ‘living together’ while learning and using creative strategies for ‘fighting together’. In this qualitative case study of ensemble-building as an intracultural practice we present the key forms of knowledge, skills and values that two teachers enacted to create conditions for trust and knowledge production with a group of African American students at a racially segregated urban secondary school and a collaboration between this group and multi-ethnic and multi-racial university students in a theatre arts programme. Their work, and the work of ensemble, we argue, is shaped by and within the intersections of ‘urbanicity’ where urban life is recognisable and lived beyond the boundaries of urban centres through the paradoxical conditions of rigidity and creativity, stability and mobility, and anonymity and visibility
Art · Creativity · Drama · Mathematics education · Metaphor · Pedagogy · Sociology · Visual arts · Art Education and Development · Critical Race Theory in Education · Psychology · Social Psychology · Theatre and Performance Studies
Working Method
The Art of Critical Pedagogy
The Discovery of Grounded Theory
Acting together
Racial microaggressions and difficult dialogues on race in the classroom
Reading between the lines and beyond the pages
Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework
Research as Praxis
| Unique citing works | 3 |
|---|---|
| Citations per year | 0.25 |
| Citation span | 2014 - 2021 (8) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |