戏剧表演作为跨文化学习的公共团结教学法

L. Harvey, B. McCormick, Katy Vanden, Ree Collins, Patricia Suárez
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引用次数: 7

摘要

本文是一篇基于对英国留学生学习英语经历的研究的公共参与事件的事后反思理论。这场活动是一场正在进行中的戏剧表演,名为《翻译者》,由戏剧公司Cap-a-Pie及其合作伙伴设计和制作,并于2017年6月在利兹上演了两个晚上。我们的目标是为公众创造一种积极的学习体验,让他们了解他们如何与沟通中的“他者”和差异联系起来,以及他们如何思考自己在困难的沟通情况下的反应。娄首先概述了她对跨文化学习的理解(哈维,2016年,巴赫金,1981年),她对格特·比斯塔(Gert Biesta)的公共利益教学法的参与,以及比斯塔与汉娜·阿伦特(Hannah Arendt)关于自由和多元化的对话。然后,我们展示了拍摄的排练镜头和《翻译者》中一些场景的书面描述。接下来是观众的反应,展示了观众对表演中不同方面的误解所产生的不适,以及这如何促使他们考虑自己的“他者性”和他们对成功沟通的责任。随后的讨论借鉴了楼继伟最近对批判性人权理论的思考,以展示《翻译大师》是如何作为一种团结的公共教育方式发挥作用的,在这种教育中,观众反思了我们的共同责任,即无论我们的文化背景和语言如何,都要努力相互理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Theatrical performance as a public pedagogy of solidarity for intercultural learning
This article is a post-hoc reflective theorization of a public engagement event based on research into UK-based international students' experiences of learning English. The event was a work-in-progress theatrical performance called The Translator , devised and produced by theatre company Cap-a-Pie and associates, and staged on two nights in June 2017 in Leeds. Our aim was to create an active learning experience for the public about how they relate to 'otherness' and difference in communication, and how they think about their own responses to difficult communicative situations. Lou first outlines her understanding of intercultural learning (Harvey, 2016, following Bakhtin, 1981), her engagement with Gert Biesta's pedagogy in the interest of publicness , and Biesta's own dialogue with Hannah Arendt on freedom and plurality. We then present filmed rehearsal footage and a written description of some of the scenes from The Translator . This is followed by audience responses, which demonstrate the audience's discomfort arising from different aspects of misunderstanding in the performance and how this prompted them to consider their own 'otherness' and their responsibilities for successful communication. The subsequent discussion draws on Lou's recent thinking in critical human rights theory to demonstrate how The Translator functioned as a public pedagogy of solidarity, in which the audience reflected on our mutual responsibility to work to understand each other regardless of our cultural backgrounds and the languages we speak.
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