Brian Edmiston – författare

Humanizing Education with Dramatic Inquiry provides a comprehensive rationale for why and how dramatic inquiry can be used by any teacher to humanize classroom communities and the subject areas being explored with students.

Written by teacher educators Brian Edmiston and Iona Towler-Evans, the book re-evaluates the radical humanizing dramatic enquiry pedagogy of British educator Dorothy Heathcote, as developed by the authors in their own teaching using her three approaches: Process Drama, Mantle of the Expert, and the Commission Model. Through scholarly yet practical analysis of extended examples drawn from their own classroom teaching, the volume demonstrates how teachers can collaborate with students of all ages, dispositions, presumed abilities, and cultural backgrounds to transform classroom life into a richly humanizing, curious, inquiring, imaginative community.

This book will appeal to educators and teacher educators not only those open to using drama pedagogies in classrooms and in therapy but also to those engaged in applied theatre. Additionally, it will interest those in literacy and education in general who are committed to inclusive, critical, antiracist, anti-oppressive, and artistic practices.

Humanizing Education with Dramatic Inquiry provides a comprehensive rationale for why and how dramatic inquiry can be used by any teacher to humanize classroom communities and the subject areas being explored with students.

Written by teacher educators Brian Edmiston and Iona Towler-Evans, the book re-evaluates the radical humanizing dramatic enquiry pedagogy of British educator Dorothy Heathcote, as developed by the authors in their own teaching using her three approaches: Process Drama, Mantle of the Expert, and the Commission Model. Through scholarly yet practical analysis of extended examples drawn from their own classroom teaching, the volume demonstrates how teachers can collaborate with students of all ages, dispositions, presumed abilities, and cultural backgrounds to transform classroom life into a richly humanizing, curious, inquiring, imaginative community.

This book will appeal to educators and teacher educators not only those open to using drama pedagogies in classrooms and in therapy but also to those engaged in applied theatre. Additionally, it will interest those in literacy and education in general who are committed to inclusive, critical, antiracist, anti-oppressive, and artistic practices.

Through compelling examples, Brian Edmiston presents the case for why and how adults should play with young children to create with them a ''workshop for life''.

In a chapter on ''mythic play'' Edmiston confronts adult discomfort over children''s play with pretend weapons, as he encourages adults both to support children''s desires to experience in imagination the limits of life and death, and to travel with children on their transformational journeys into unknown territory.

This book provides researchers and students with a sound theoretical framework for re-conceptualising significant aspects of pretend play in early childhood. Its many practical illustrations make this a compelling and provocative read for any student taking courses in Early Childhood Studies.

Through compelling examples, Brian Edmiston presents the case for why and how adults should play with young children to create with them a ''workshop for life''.

In a chapter on ''mythic play'' Edmiston confronts adult discomfort over children''s play with pretend weapons, as he encourages adults both to support children''s desires to experience in imagination the limits of life and death, and to travel with children on their transformational journeys into unknown territory.

This book provides researchers and students with a sound theoretical framework for re-conceptualising significant aspects of pretend play in early childhood. Its many practical illustrations make this a compelling and provocative read for any student taking courses in Early Childhood Studies.

A CHOICE Outstanding Academic Title 2014!

How can teachers transform classroom teaching and learning by making pedagogy more socially and culturally responsive, more relevant to students’ lives, and more collaborative? How can they engage disaffected students in learning and at the same time promote deep understanding though high-quality teaching that goes beyond test preparation?

This text for prospective and practicing teachers introduces engaging, innovative pedagogy for putting active and dramatic approaches to learning and teaching into action. Written in an accessible, conversational, and refreshingly honest style by a teacher and professor with over 30 years'' experience, it features real examples of preschool, elementary, middle, and high school teachers working in actual classrooms in diverse settings. Their tales explore not only how, but also why, they have changed the way they teach. Photographs and stories of their classroom practice, along with summarizing charts of principles and strategies, both illuminate the critical, cross-curricular, and inquiry-based conceptual framework Edmiston develops and provide rich examples and straightforward guidelines that can support readers as they experiment with using active and dramatic approaches to dialogue, inquiry, building community, planning for exploration, and authentic assessment in their own classrooms.