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Staging gender: the articulation of tacit gender dimensions in drama classes in a Swedish context
Linnaeus University, Faculty of Social Sciences, Department of Education. (Centrum för kultursociologi)
2013 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 25, no 7, p. 907-922Article in journal (Refereed) Published
Abstract [en]

This article engages with gender, performance and embodiment in drama classes in a Swedish context. It presents a case study of how instructors at an academy of dramatic arts integrate theoretical knowledge on gender into their students’ creative and pedagogical practice, as well as an analysis of why this approach works. Visualisation of how the body is used on a concrete level offers a departure from traditional uses of theory as a way to challenge reality; instead the research describes how theory can be used in concrete didactic bodily movements, thus bringing the body, which is often overlooked in studies of pedagogy, into a discussion on knowledge acquisition. 

Place, publisher, year, edition, pages
2013. Vol. 25, no 7, p. 907-922
Keywords [en]
academy of dramatic arts; teaching practices; embodiment; tacit knowledge; gender awareness; knowledge change
National Category
Sociology
Research subject
Social Sciences, Sociology
Identifiers
URN: urn:nbn:se:lnu:diva-30636DOI: 10.1080/09540253.2013.860430ISI: 000328189200007Scopus ID: 2-s2.0-84890440145OAI: oai:DiVA.org:lnu-30636DiVA, id: diva2:666103
Available from: 2013-11-21 Created: 2013-11-21 Last updated: 2017-12-06Bibliographically approved

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Lund, Anna

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
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  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf