000 03392cam a22005298i 4500
001 9781003464532
003 FlBoTFG
005 20251030122250.0
006 m o d
007 cr |||||||||||
008 240409s2025 enk ob 001 0 eng
040 _aOCoLC-P
_beng
_erda
_cOCoLC-P
020 _a9781003464532
_q(ebk)
020 _a100346453X
020 _a9781040107249
_q(electronic bk. : PDF)
020 _a1040107249
_q(electronic bk. : PDF)
020 _a9781040107287
_q(electronic bk. : EPUB)
020 _a1040107281
_q(electronic bk. : EPUB)
020 _z9781032729855
_q(hbk)
020 _z9781032735108
_q(pbk)
024 7 _a10.4324/9781003464532
_2doi
035 _a(OCoLC)1437541266
035 _a(OCoLC-P)1437541266
050 0 0 _aRJ505.P89
072 7 _aPSY
_x036000
_2bisacsh
072 7 _aMMJT
_2bicssc
100 1 _aRoberts, Jeanne
_c(Dramatherapist),
_eauthor.
_994863
245 1 0 _aEthics, identity, and the dramatherapy-informed classroom :
_bprocesses of identity negotiation and performance /
_cJeanne Roberts.
264 1 _aAbingdon, Oxon ;
_aNew York, NY :
_bRoutledge,
_c2025.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 0 _aRoutledge research in creative arts and expressive therapies
520 _a"Using the drama classroom to shape an active, student-centred space and foster a new perspective for understanding the dramatherapeutic change process, this book explores the processes that underpin the ways young people negotiate and perform their identities as ethical people. Arguing for the retention of process-based exploratory drama on the curriculum, chapters critique the impact of neo-liberalism and managerialism on the development of young people's ethics and values. Using concepts such as aesthetic distance, encoding, the role of audience and witness, and the contrast between individual, multi, and group roles, to enable students to develop as thinking, reflecting people, the book argues that dramatherapy should not be limited to clinical settings, disconnected from classrooms and the pedagogical contributions that it can make. By absorbing dramatherapy into the broader field of education, an expanded understanding of the concept of the managed classroom space can be gained, based on an understanding of the multiple embodied psychosocial relational processes at play in the drama classroom. This innately multidisciplinary book will be of use to scholars, researchers and postgraduate students studying drama education, dramatherapy, and curriculum studies more broadly. Drama teachers and educators will also find this volume of use"--
_cProvided by publisher.
588 _aOCLC-licensed vendor bibliographic record.
650 0 _aDrama
_xTherapeutic use.
_994864
650 0 _aTheater
_xStudy and teaching.
_993271
650 0 _aRole playing
_xTherapeutic use.
_994865
650 0 _aIdentity (Psychology)
_957666
650 7 _aPSYCHOLOGY / Mental Health
_2bisacsh
856 4 0 _3Taylor & Francis
_uhttps://www.taylorfrancis.com/books/9781003464532
856 4 2 _3OCLC metadata license agreement
_uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
942 _cE-Books
999 _c67910
_d67910