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Identifier 000433399
Title Σχεδιασμός, ανάπτυξη και αξιολόγηση προγράμματος θεατρικού παιχνιδιού για την προώθηση των αρχών της διαπολιτισμικότητας στις εκδηλώσεις εορτασμού των εθνικών και θρησκευτικών επετείων στο δημοτικό σχολείο
Alternative Title Design, implementation and evaluation of a drama pedagogy program for the promotion of interculturalism principles at ethnic and religious anniversaries celebrations in primary school
Author Κεφαλάκη, Μαρία
Thesis advisor Καραγιώργος Δημήτριος
Reviewer Δαφέρμος Βασίλειος
Φουντουλάκης Ανδρέας
Χατζηπαντελής Θεόδωρος
Κοντογιάννη Διονυσία
Φανουράκη Κλειώ
Ιβρίντελη Μαρία
Abstract Modern pedagogical approaches highlight the concept of interculturalism as a predominant issue, promoting respect for the personal and social students’ identity, peaceful coexistence and interaction of cultures, social cohesion, and cultural development. Schools have developed various practices that promote interculturalism. Νevertheless, some issues, still, remain trapped in mono-cultural optics, providing a non-cohesive pedagogical practice. One of these issues is national and religious anniversary celebrations. Research has shown that these celebrations empower ethnocentrism and nationalistic ideology, while, at the same time, national and religious heterogeneities are ignored or not mentioned, applying an assimilative approach. This study, utilizing “drama-based pedagogy”, explored whether a specially designed Drama Pedagogy program could be a practical application, which promotes the principles of interculturality in education, in the field of national and religious anniversary celebrations. The principles of interculturality in education, on which the program focused, according to the international literature, were: education against the ethnocentric way of thinking; education for empathy; understanding and respect for cultural diversity, which can be cultivated by removing prejudices about other cultures; equal access to all expressions of social life, without segregations or exclusions; knowledge provision and skills cultivation necessary for full participation and action in society. The above principles integrated into the concept of intercultural competence. Intercultural competence includes knowledge, competencies, attitudes, and behaviour, which contribute to peaceful and constructive interaction, personally or and socially, with persons from different cultural environments. Empathy, a nonethnocentric way of thinking, and non-commitment to prejudices for people from different cultural environments are three significant features of intercultural competence. These features are concluded to the principles/goals of interculturalism in education, for the understanding and accepting of cultural “other”, the cultural exchange and interaction. Thus, the purpose of Drama Pedagogy program, via the implementation of interculturalism principles on its design, was the cultivation of intercultural competence, in the field that referred to the way of processing the themes which are related to the national and religious anniversary celebrations of the Greek schools. Drama Pedagogy, as defined in this study, is a "via drama" method of pedagogy and teaching, with a pedagogical-didactic and aesthetic-artistic character. It uses a variety of theatrical techniques, such as body-expression and improvisation, in a playful collective process, aimed at self-expression, communication, and creativity. The program consists of three sub-programs. Two subprograms are related to official national anniversary celebrations of Greek schools, and one subprogram is no official religious anniversary celebration. Subprograms' design structure was based on M. Bennett's (1998) model for the development of empathy, which includes six “steps”. According to Bennett the competence of empathy can help to the creation of a more favourable climate in intercultural communication, based on sensitivity and respect for cultural diversity, and on the abrogation of an ethnocentric way of thinking. Also, empathy is one of the keys elements of intercultural competence, included in almost all models which specify this term. In parallel, empathy cultivation is one of the principles/objectives of intercultural education. The titles of the subprograms are as follows: I. "On the path of time: World War II in Europe and Greece". Its content was designed to implement in the context of the elaboration of themes related to the national anniversary celebration of October 28, 1940. II. "The Hymn of Love in the World". It was designed to deal with themes related to the Christmas anniversary celebration. III. "Freedom: Supreme good, human right". The content of this subprogram was designed to implement in the context of the elaboration of themes related to the national anniversary celebration of March 25, 1821. Each subprogram was designed, in five stages. Four stages include Bennett's six "steps" model for the development of empathy. However, it was considered necessary to add, as an additional "step", an introductory stage to the historical and religious themes of each subprogram. The total duration of the program was 30 hours, 10 hours for each subprogram. Τhe program implemented to pupils of 6th-grade of primary school. The research for the evaluation of the program effectiveness followed the experimental design. It was applied a "semi-experimental" design with pre/post-test, which is among the quasi-experimental designs. Furthermore, were applied qualitative methods for the collection of the research data, during the program implementation. Two elementary schools were selected randomly for the implementation and evaluation of the program, which was coming from a group of schools which met a particular criterion. Thus, the sampling procedure followed was the intentional random sampling of criterion. From the five groups of the two schools, two groups were selected randomly, which formed the experimental group, while the other three groups were the control group. The total sample of the research consisted of 80 pupils, from whom 38 were in the experimental group and 42 in the control group. The evaluation of the program's effectiveness based on D. Kirkpatrick's fourlevel program evaluation model. The levels are reaction; learning; behaviour; results. From these levels were evaluated the first two of the model. “Reaction” level refers to the pupils' response to the program. For this level evaluated: pupils participation and their appreciation about that; pupils' valuing for each subprogram; pupils' response to the social and representational skills required by the program; the level of difficulty that pupils experienced when participating in the program activities. "Learning" level refers to the degree of knowledge increase or/and to the cultivation of the participants' skills and abilities. The intercultural competence of the research sample constitutes the “learning” level of program evaluation. Three sub-components specified intercultural competence. These components were the intermediate factors and the short-term outcomes of the program. These were defined as the identifying variables of intercultural competence and are as follows: a. the degree of pupils’ prejudices regarding ethnic, racial and religious differences; c. the degree of pupils’ ethnocentrism; d. the degree of pupils’ empathy. For the collection of data, quantitative and qualitative methods, were used. In the quantitative methods, three questionnaires were included. included. The first questionnaire is the “Assessment Questionnaire of Conscious Ethnic and Interethnic Prejudices”. It based on the literature study about the measurement of prejudices in children. It focuses on measuring children's' explicit attitudes towards other nationalities. The second questionnaire is the printed form of the “Ambiguous Situation Task”, (McGlothlin, 2004; McGlothlin, Killen, Edmonds, 2005) with some modifications. The purpose of this questionnaire is to assess the implicit biases, which may exist towards diversity, which associated with the race. The third questionnaire is the Index of “Empathy for Children and Adolescents” (Bryant, 1982). Also, for the data collection were used interviews, observation, and text production. The analysis of these was used for bringing out clues of ethnic-relative or ethnocentric attitudes, and for the evaluation of the reaction level of the program. One type of methodological triangulation was used to establish the overall conclusions of the evaluation survey. In particular, between-method triangulation was applied. The overall conclusion as to the program's effectiveness at the “learning” level is that the program has contributed positively to three intermediate desirable short-term outcomes, which represent the intercultural competence in which incorporated the principles of interculturality in education. In particular, the program was a positive condition to the abrogation of conscious and unconscious prejudices about national, and racial diversity. However, it wasn't clearly the program's effect on attitudes for the religious otherness. Also, it seems that the abrogation of pupils' prejudices for the specific nationalities which are relative to their ethnic ingroup historical issues was a difficult desideratum result when they were asked to work together with the pupils of these nationalities on a historical issue related to the anniversary celebration. Concerning the second short-term outcome expected, i.e. the reduction of the degree of ethnocentric thinking of the pupils of the experimental group, the overall conclusion is that the program seems to have had a positive effect on it. As to the third short-term outcome, i.e. the development of pupils' empathy, the general conclusion is that the program has had affected their degree of empathy. The overall conclusion about the effectiveness of the program on the "reaction" level is that the pupils had an explicitly positive response to the activities of the program, throughout the duration of the program implementation.
Language Greek
Subject Annivarsaries celebrations in school
Drama
Drama pedagogy
Intercuctural competence
Intercultural education
Interculturalism
Program design and evaluation
Διαπολιτισμική εκπαίδευση
Διαπολιτισμική ικανότητα
Διαπολιτισμικότητα
Επετειακοί εορτασμοί στο θέατρο
Θέατρο στην εκπαίδευση
Θεατρικό παιχνίδι
Παιδαγωγική του θεάτρου
Σχεδιασμός και αξιολόγηση προγραμμάτων
Issue date 2020-07-07
Collection   School/Department--School of Education--Department of Primary education--Doctoral theses
  Type of Work--Doctoral theses
Permanent Link https://elocus.lib.uoc.gr//dlib/9/c/d/metadata-dlib-1603431037-139852-26559.tkl Bookmark and Share
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