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Dramapedagogik inom konflikthantering: En kvalitativ fenomenologisk studie med deskriptiv ansats om en grupp dramapedagogers meningsskapande kring sin undervisning inom ämnet konflikthantering med vuxna deltagare.
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.
2016 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Undersökningen är en kvalitativ studie med fenomenologisk deskriptiv ansats. Teoretiskt avstamp har tagits från pragmatism, som tjänat som inspiration. I studien undersöks hur fem dramapedagoger beskriver sitt arbete med drama inom ämnet konflikthantering, med vuxna deltagare i en akademisk lärandekontext, samt vilket meningsskapande de ger uttryck för i detta. Datainsamlingsmetoden är fokusgruppsamtal. Resultatet visar att pedagogerna beskriver sitt arbete utifrån fyra huvudteman. Dessa är: Förhållningsättet & ledarskapet; Gestaltning & förhållningssättet; Reflektion & förhållnings­sättet och Misstag & förhållningssättet. Varje tema återges som ett narrativ berättad som av en röst. Narrativen som deskriptivt återger fokussamtalet speglas mot etablerad dramapedagogisk litteratur i resultatanalysen. Slutsatsen är att narrativen visar på ett rikt meningsskapande där drama­pedagogiken bidrar till att levandegöra konflikthanteringen genom de teman som narrativen visar.

Abstract [en]

This paper is a qualitative study with a phenomenological descriptive approach. The theoretical starting point has been taken from pragmatism, which has served as an inspiration. The study examines how five drama teachers describe their drama work within the conflict management subject. The participants focused upon are adults in an academic learning context.  Focus for the paper is how the drama teachers describe how meaning is created in this work. The data collection method is focus group and results show that the teachers describe their work by four main themes. These are: Learning approach & leadership; Acting & learning approach; Reflection & learning approach and mistakes & learning approach. Each theme is presented as a narrative told by one voice. The results from the focus group are analyzed through established literature within the drama in education subject. The conclusion is that the narrative reveals a rich meaning making where drama in education helps bringing conflict management to life and this takes form through the themes of the narratives. The paper is written in Swedish.

Place, publisher, year, edition, pages
2016. , 47 p.
Keyword [en]
Drama in education, Conflict management, Conflict resolution, Adults, Learning, Learning approach, Acting, Reflection, Mistakes, Personal development
Keyword [sv]
Dramapedagogik, Konflikthantering, Vuxna, Lärande, Förhållningssätt, Gestaltande, Reflektion, Misstag, Personlig utveckling.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hig:diva-21849OAI: oai:DiVA.org:hig-21849DiVA: diva2:941356
Subject / course
Drama education
Supervisors
Examiners
Available from: 2016-06-22 Created: 2016-06-22 Last updated: 2016-06-22Bibliographically approved

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ac60015016e34aa63370fae0f161de586799e70bd27dca84fa5a03ec0fbf7e07a77dad00cdc7e974dc07bfd4cabef16b599cd7728efa19934e2e05c559392051
Type fulltextMimetype application/pdf

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CiteExportLink to record
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