Abstract:
In the symposium Clare Wearring will report on a study which investigated an aspect of psychodynamic pedagogy, namely the relationship between empathic identification and literacy development. This study explored the notion that literature-based drama enactment encourages empathic identification, which improves students' reading comprehension, as evidenced in writing. Case-study methodology was used to explore this and the sample consisted of twelve Year Nine students from an independent girls' school in Sydney. The students read the novel Looking for Alibrandi, by Melina Marchetta, and participated in a number of related drama activities, over a period of three weeks.
The students' development as readers was explored through their reflective journals and other writing. The development of the student-teacher-as-researcher was likewise recorded and explored via a reflective journal.
The students' development as readers was explored through their reflective journals and other writing. The development of the student-teacher-as-researcher was likewise recorded and explored via a reflective journal.