Abstract
This paper is focused on the manner drama in education may be applied efficiently for the management of cultural inhomogeneity in the classroom and in groups of children. Research shows that this specific educational methodology has a positive contribution to the development of a wide range of skills of social-emotional development. In an era when cultural diversity in classrooms is more intense than ever, this article proposes theatre-pedagogy practices that establish a collaboration culture in the group and contribute to the acceptance and respect of different religious, national, linguistic and racial identities at school.
Highlights
This paper is focused on the manner drama in education may be applied efficiently for the management of cultural inhomogeneity in the classroom and in groups of children
Research shows that this specific educational methodology has a positive contribution to the development of a wide range of skills of social-emotional development
Identity includes what is identical and similar, at the same time, it refers to what is distinct, different. It is intertwined with diversity (Dragona, 2007). Both cultural identity and cultural diversity are connected to social categories such as the nation, religion, language and race
Summary
Given that it expresses every person’s sense of who they are in relation to other people around them, is the basis for self-definition and self-control of a person (Howarth, 2011; Patsantaras & Kamberidou, 2007). The experiential processes (Note 1), in drama in education form the context in which children are involved in the activities, feel emotions, express their opinions, develop their curiosity and explore their experiences Through reflection they collectively explore (Note 2) the issues the group is dealing with (Triliva, Anagnostopoulou, & Hatzinikolaou, 2008). Through the experiences of interaction with the rest of the group, a child develops active listening, empathy, social skills, a critical stance towards life (Alkistis, 2008) In their effort to identify with a role, they attempt to become the other, feel what the other feels, come in contact with the view of the other for things (Ball, 2012; Neelands, 2002) participating at the same time in the real and the imaginary world of drama. Drama in education makes learners better understand the world that surrounds them, confirm or challenge values and identities (Stinson, 2015) playing a positive role with regard to the promotion of the values of intercultural education related to empathy, solidarity, respect of a different culture (Papaioannou & Kondoyianni 2019)
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