Literacy in-the-round: Examining the roles of dramatic embodiment and relationality in secondary English Language Arts classrooms

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dc.contributor.advisorBurwell, Catherine
dc.contributor.authorCampbell, Harrison
dc.contributor.committeememberAukerman, Maren Songmy
dc.contributor.committeememberLenters, Kimberly Ann
dc.contributor.committeememberSpring, Erin
dc.contributor.committeememberHoneyford, Michelle A.
dc.date2024-11
dc.date.accessioned2024-08-14T20:33:10Z
dc.date.available2024-08-14T20:33:10Z
dc.date.issued2024-08-09
dc.description.abstractThe impetus for my doctoral research came from my desire to explore the possible applications of drama-based pedagogies within the English Language Arts (ELA) curriculum. To do this, I examined how drama-based work, inspired by posthumanist concepts, could be applied to create additional opportunities for embodiment and relationality within secondary ELA classrooms. Within this study, literacy was a central focus and was defined as practices related to multiple forms of meaning making that included embodiment and relationality. Case study methodology informed by posthumanist concepts drove the data collection and analysis. Data was collected in a Grade 12 ELA classroom through observations, conversations, classroom artifacts, and student performances, and analyzed through both coding and iterative cycles of writing. The data was then used to explore the roles of affect, embodiment, and relationality in secondary ELA classrooms and to see how drama-based work could encourage more multimodal explorations of text. This study found that drama-based work encouraged pedagogical reflection and inspired ways through which to approach literacy teaching. My research contributes a picture of how drama-based work in one secondary ELA classroom enhanced meaning making around texts by drawing on drama’s embodied and relational learning opportunities. It demonstrates how drama can be used to introduce new avenues to help students find “what is real by making believe” (Campbell, 2021).
dc.identifier.citationCampbell, H. (2024). Literacy in-the-round: Examining the roles of dramatic embodiment and relationality in secondary English Language Arts classrooms (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.urihttps://hdl.handle.net/1880/119374
dc.language.isoen
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgary
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectLiteracy
dc.subjectDrama-Based Pedagogies
dc.subjectEnglish Language Arts
dc.subjectEmbodiment
dc.subjectRelationality
dc.subject.classificationEducation--Curriculum and Instruction
dc.subject.classificationEducation--Reading
dc.subject.classificationEducation--Secondary
dc.titleLiteracy in-the-round: Examining the roles of dramatic embodiment and relationality in secondary English Language Arts classrooms
dc.typedoctoral thesis
thesis.degree.disciplineEducation Graduate Program – Educational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.thesis.accesssetbystudentI do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.
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