Kathleen Gallagher – författare

This innovative and practical book offers pedagogical tools to show how drama can be used in educational settings to advance a relational, action-oriented, interdisciplinary, and creative climate education attuned to the social and emotional effects of the climate emergency. Based on a six-year ethnographic research study taking place with teachers, artists, community leaders, and young people globally, and taking its lead from the following provocation – can performance become a site for new imaginaries for socio-ecological justice? – the book explores the unique conceptual and pedagogical ‘discontents’ of climate education across geographically and culturally distinct sites of learning. It also examines how artful engagement through drama pedagogies can open up more collective, critical, and hopeful forms of thinking and being.

The book is divided into two sections. The first part of the book, Local engagements and encounters, consists of chapters that conduct an in-depth appraisal of the local artistic work from each site, examining how matters of socio-ecological justice are given fresh urgency and complexity through the application of performance as pedagogy. The second part of the book, Pedagogical and artistic innovations, offers substantive praxis chapters on the drama-based pedagogical methods employed in the research. In these chapters, the world-building capacities of theatre-making offer up new, performative pedagogical orientations to the climate emergency beyond those of critique.

Global Climate Education and Its Discontents: Using Drama to Forge a New Way is valuable reading for scholars interested in the ontological and epistemological dimensions of the climate emergency, especially within and across the following fields: drama, theatre and performance studies, applied theatre and drama education, educational research, and children/childhood and youth studies. The book also invites a readership of teachers and teacher-educators who are interested in applying drama pedagogies in the classroom to explore matters of socio-ecological justice and the climate crisis.

This innovative and practical book offers pedagogical tools to show how drama can be used in educational settings to advance a relational, action-oriented, interdisciplinary, and creative climate education attuned to the social and emotional effects of the climate emergency. Based on a six-year ethnographic research study taking place with teachers, artists, community leaders, and young people globally, and taking its lead from the following provocation – can performance become a site for new imaginaries for socio-ecological justice? – the book explores the unique conceptual and pedagogical ‘discontents’ of climate education across geographically and culturally distinct sites of learning. It also examines how artful engagement through drama pedagogies can open up more collective, critical, and hopeful forms of thinking and being.

The book is divided into two sections. The first part of the book, Local engagements and encounters, consists of chapters that conduct an in-depth appraisal of the local artistic work from each site, examining how matters of socio-ecological justice are given fresh urgency and complexity through the application of performance as pedagogy. The second part of the book, Pedagogical and artistic innovations, offers substantive praxis chapters on the drama-based pedagogical methods employed in the research. In these chapters, the world-building capacities of theatre-making offer up new, performative pedagogical orientations to the climate emergency beyond those of critique.

Global Climate Education and Its Discontents: Using Drama to Forge a New Way is valuable reading for scholars interested in the ontological and epistemological dimensions of the climate emergency, especially within and across the following fields: drama, theatre and performance studies, applied theatre and drama education, educational research, and children/childhood and youth studies. The book also invites a readership of teachers and teacher-educators who are interested in applying drama pedagogies in the classroom to explore matters of socio-ecological justice and the climate crisis.

This thought-provoking book challenges the way research is planned and undertaken and equips researchers with a variety of creative and imaginative solutions to the dilemmas of method and representation that plague qualitative research.

Fascinating and inspiring reading for any researcher in the Social Sciences this comprehensive collection encourages the reader to imagine the world in evermore complex and interesting ways and discover new routes to understanding.

Some of the most influential figures in educational research consider questions such as:

Each chapter reveals a range of troubling dilemmas related to the critical aspects of research methodology in the Social Sciences and uses an illustrative case to elucidate the issues encountered by the researcher. Each writer brings a fierce philosophical spirit to her work, showing how methods or techniques of data-gathering grow from the theory and analysis of how research proceeds.

A range of topics are addressed in a cross-disciplinary approach which will appeal to all scholars of qualitative research, undergraduate students in education programs and graduate students in a range of disciplines

This thought-provoking book challenges the way research is planned and undertaken and equips researchers with a variety of creative and imaginative solutions to the dilemmas of method and representation that plague qualitative research.

Fascinating and inspiring reading for any researcher in the Social Sciences this comprehensive collection encourages the reader to imagine the world in evermore complex and interesting ways and discover new routes to understanding.

Some of the most influential figures in educational research consider questions such as:

Each chapter reveals a range of troubling dilemmas related to the critical aspects of research methodology in the Social Sciences and uses an illustrative case to elucidate the issues encountered by the researcher. Each writer brings a fierce philosophical spirit to her work, showing how methods or techniques of data-gathering grow from the theory and analysis of how research proceeds.

A range of topics are addressed in a cross-disciplinary approach which will appeal to all scholars of qualitative research, undergraduate students in education programs and graduate students in a range of disciplines

Urban theatre can be described as theatre made with or by those whose lives are marked by the urban landscape and its social limits and possibilities. At the heart of this text lies the question of how theatre can illuminate the urban and how theatre is illuminated by the urban. The city, like a play, is a space where everything adopts multiple meanings. It is an objective thought and a subjective experience, a charged and symbolic thing, as well as a real, material, lived reality.

The chapters in this book illustrate the theatre’s uncanny ability to narrate and symbolize the physical and psychic space of the city. Running through all of the pieces presented are the themes of power and of young people’s sense of agency within the structures they dwell in and are shaped by. Through drama education and applied theatre practices, the affinity between the urban and its theatres is radically replaced by marginal spaces, boulevards and schools. As Guillermo Gómez-Peña suggests, the theatre has gone to the people to serve their local and immediate need for a means of holding the urban and the self so that both can be interrogated and re-imagined; so that the various dystopias of urban existence can be envisaged as places of urban solidarity and as utopias, at least, of the mind.

This book was originally published as a special issue of Research in Drama Education: The Journal of Applied Theatre and Performance.

Urban theatre can be described as theatre made with or by those whose lives are marked by the urban landscape and its social limits and possibilities. At the heart of this text lies the question of how theatre can illuminate the urban and how theatre is illuminated by the urban. The city, like a play, is a space where everything adopts multiple meanings. It is an objective thought and a subjective experience, a charged and symbolic thing, as well as a real, material, lived reality.

The chapters in this book illustrate the theatre’s uncanny ability to narrate and symbolize the physical and psychic space of the city. Running through all of the pieces presented are the themes of power and of young people’s sense of agency within the structures they dwell in and are shaped by. Through drama education and applied theatre practices, the affinity between the urban and its theatres is radically replaced by marginal spaces, boulevards and schools. As Guillermo Gómez-Peña suggests, the theatre has gone to the people to serve their local and immediate need for a means of holding the urban and the self so that both can be interrogated and re-imagined; so that the various dystopias of urban existence can be envisaged as places of urban solidarity and as utopias, at least, of the mind.

This book was originally published as a special issue of Research in Drama Education: The Journal of Applied Theatre and Performance.

In The Methodological Dilemma Revisited, authors examine what in their research processes has given pause, thwarted the process of seamless productivity, or stalled the easy research output but has, instead, insisted upon a deeper analysis. This resistance of the expedient explanation has consequences both for the research topics under study and the ways in which qualitative research is conducted in a globalized era of deepening social inequality.

The book is pedagogical in its orientation and reflects upon the politics of knowledge construction. Working with queer and minoritized youth communities, and other precarious publics, the authors convey their relationships to groups they are inside or outside of, or allied with—posing ethical questions about research designs and worldviews. Themes such as representation, refusal, and resistance of hegemonies are nuanced by investigations into the ethical, practical, and scholarly dimensions of the turn toward collaboration in qualitative inquiry. Other chapters examine the place, value, and concerns of aesthetic representation of qualitative research. Finally, the authors consider issues of criticality in research, and the concepts of compassion and humility.

This book contains contributions from some of the most imaginative qualitative researchers, making the most of their research dilemmas in order to reflect upon the challenges and resistances they encounter in the work of qualitative research.

In The Methodological Dilemma Revisited, authors examine what in their research processes has given pause, thwarted the process of seamless productivity, or stalled the easy research output but has, instead, insisted upon a deeper analysis. This resistance of the expedient explanation has consequences both for the research topics under study and the ways in which qualitative research is conducted in a globalized era of deepening social inequality.

The book is pedagogical in its orientation and reflects upon the politics of knowledge construction. Working with queer and minoritized youth communities, and other precarious publics, the authors convey their relationships to groups they are inside or outside of, or allied with—posing ethical questions about research designs and worldviews. Themes such as representation, refusal, and resistance of hegemonies are nuanced by investigations into the ethical, practical, and scholarly dimensions of the turn toward collaboration in qualitative inquiry. Other chapters examine the place, value, and concerns of aesthetic representation of qualitative research. Finally, the authors consider issues of criticality in research, and the concepts of compassion and humility.

This book contains contributions from some of the most imaginative qualitative researchers, making the most of their research dilemmas in order to reflect upon the challenges and resistances they encounter in the work of qualitative research.