Integrating Altero-Reflexivity in the Teaching of Shakespearean Sonnets in Mauritius

Autor/inn/en	Hookoomsing, Helina; Oozeerally, Shameem
Titel	Integrating Altero-Reflexivity in the Teaching of Shakespearean Sonnets in Mauritius
Quelle	In: Research in Drama Education, 25 (2020) 1, S.77-91 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-9783
DOI	10.1080/13569783.2019.1704238
Schlagwörter	English Literature; Video Technology; Creativity; Undergraduate Students; Case Studies; Foreign Countries; Models; Experiential Learning; Teaching Methods; Epistemology; Poetry; Cultural Pluralism; Cultural Activities; Creoles; French; Course Descriptions; Teacher Education Programs; English (Second Language); Second Language Learning; Mauritius + Suchen Sie Ihr Suchwort? Englische literatur; Kreativität; Case study; Fallstudie; Case Study; Ausland; Analogiemodell; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Lyrik; Poesie; Kulturpluralismus; Cultural activity; Kulturelle Aktivität; Kreole; Französisch; Kursstrukturplan; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	Students in Mauritius experience difficulties in conceptualising Shakespearean texts, often remaining disarticulated between exclusively subjective or completely disengaged reflections. This contribution aims to explore the perspectives provided by using the Experiential Altero-Reflexive (EAR) model, complemented by the use of YouTube video clips and creative tasks, in the way 11 undergraduate students construct meaning of a small selection of Shakespearean sonnets. A complexity case-study method was adopted and initial findings indicate a level of engagement with the texts and development of an appreciation of Shakespeare in relation to participants' own culture, context, and personal experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01