Theatre As Curriculum to Practice Vulnerability

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dc.contributor.authorClement, Colleen
dc.contributor.supervisorHurren, Wanda
dc.date.accessioned2014-05-20T23:17:32Z
dc.date.available2014-05-20T23:17:32Z
dc.date.copyright2014en_US
dc.date.issued2014-05-20
dc.degree.departmentDepartment of Curriculum and Instructionen_US
dc.degree.levelDoctor of Philosophy Ph.D.en_US
dc.description.abstractThis dissertation documents a doctoral endeavor to explore both the potential of theatre as a means to enable students to practice vulnerability and the potential curricular impact of such a practice, using an in-depth narrative study of six theatre and drama for the young specialists. The researcher attempts to gain understanding and create a discourse on the vulnerability of the every-student as a curricular concern as well as make a connection to the potential of theatre as a means to practice navigating vulnerability. This not only involves a reconsideration of the term vulnerability to be seen as a path to strength, but also a reconsideration of educator responsibilities. The researcher sought stories of the everyday vulnerabilities that a student might encounter during school and specifically did not seek stories of vulnerabilities from extreme or exceptional traumatic events. While this study does not produce specific curriculum planning, it yields a better understanding of the concept of vulnerability, including the acknowledgment that practicing navigating vulnerability and practicing vulnerability can be accepted as useful terminology in educational pursuits. A key component of the research is the development of a Métissage Circle Theatre Script entitled “To Practice Vulnerability?” as a method of data analysis and research dissemination. It is the researcher’s intent that this script be available for readings by non-actors at school board meetings, parent-teacher meetings, teacher organizations, departments of education, theatre and drama organizations, theatre artist groups, and educational policy decision-makers. The script gently invites readers to begin to explore, ask questions, and discuss the educational possibilities, and provides a low-risk opportunity to navigate the vulnerability experienced when simply encountering the very subject of our own vulnerability.en_US
dc.description.proquestcode0727en_US
dc.description.proquestcode0465en_US
dc.description.proquestemailcclement@uvic.caen_US
dc.description.scholarlevelGraduateen_US
dc.identifier.bibliographicCitationClement, C. & Prendergast, M. (2012). Poetic inquiry: An annotated bibliography: Update 2007-2012. Victoria, BC: Department of Curriculum & Instruction, Faculty of Education, University of Victoria. [589 page annotated bibliography].en_US
dc.identifier.urihttp://hdl.handle.net/1828/5413
dc.languageEnglisheng
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/ca/*
dc.subjectTheatreen_US
dc.subjectCurriculumen_US
dc.subjectMetissage Circle Theatre Scripten_US
dc.subjectPractice navigating vulnerabilityen_US
dc.subjectNarrative inquiryen_US
dc.subjectTheateren_US
dc.titleTheatre As Curriculum to Practice Vulnerabilityen_US
dc.typeThesisen_US

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