Abstract
ABSTRACTThis paper explores the reformulation of the English curriculum for prison education across England and Wales in the second decade of the twenty-first century. As a PhD researcher and Functional English teacher examining the use of drama and creative education in a prison at the time, a prohibition on the use of fictional reading and writing became a significant challenge. I survey the context in which this marginalisation took place, its obstruction of my research on creativity in the classroom and my re-turn to fiction as a research method in response.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Research in Drama Education: The Journal of Applied Theatre and Performance
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
