Road blocks, road works and continuing explorations of the terrain: An examination of drama in education in New Zealand in relation to the UNESCO Road Map

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dc.contributor.authorGreenwood, J.
dc.date.accessioned2012-02-27T01:35:51Z
dc.date.available2012-02-27T01:35:51Z
dc.date.issued2010en
dc.description.abstractThis article examines the current state of drama in education in New Zealand. It takes as a basis the principles of the UNESCO Road Map, but also recognises that education is a complex human agency that does not readily follow map directions. It acknowledges the factors that cause frustration for drama teachers, and tracks the development of a strong role in national curriculum. It examines the complex relationship between the agency of teachers and the external constraints that impact upon them. Finally it explores the opportunities offered by having drama in the curriculum, noting particularly how the apparent constraints created by being an examinable subject can be transformed to serve genuine educational goals.en
dc.identifier.citationGreenwood, J. (2010) Road blocks, road works and continuing explorations of the terrain: An examination of drama in education in New Zealand in relation to the UNESCO Road Map. Encounters on Education, 11(Fall), pp. 67-79.en
dc.identifier.urihttp://hdl.handle.net/10092/6318
dc.language.isoen
dc.publisherUniversity of Canterbury. School of Literacies and Arts in Educationen
dc.publisherUniversity of Canterbury. College Office (Education)en
dc.rights.urihttps://hdl.handle.net/10092/17651en
dc.subject.anzsrcFields of Research::39 - Education::3901 - Curriculum and pedagogy::390101 - Creative arts, media and communication curriculum and pedagogyen
dc.titleRoad blocks, road works and continuing explorations of the terrain: An examination of drama in education in New Zealand in relation to the UNESCO Road Mapen
dc.typeJournal Article
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