| Reference : Investigating trust in a multilingual theatre project: Potentialities for a humanisin... |
| Dissertations and theses : Doctoral thesis | |||
| Social & behavioral sciences, psychology : Education & instruction Arts & humanities : Performing arts | |||
| Educational Sciences | |||
| http://hdl.handle.net/10993/38971 | |||
| Investigating trust in a multilingual theatre project: Potentialities for a humanising pedagogy | |
| English | |
Weyer, Dany  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) > ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) > Institute for Research on Multilingualism] | |
| 6-Feb-2019 | |
| University of Luxembourg, Luxembourg | |
| Docteur en Sciences de l'Education | |
| 303 + 7 | |
| de Saint-Georges, Ingrid | |
| Budach, Gabriele | |
| Aden, Joelle | |
| Greenwood, Janinka | |
| Rollinat-Levasseur, Eve-Marie | |
| [en] trust research ; theatre in education ; humanising pedagogy ; learning and teaching through relationships ; multimodality ; video ethnography | |
| [en] Education plays a vital role in shaping social realities by promoting dialogue, solidarity, mutual
understanding, and positive social interactions. However, some pedagogical approaches are believed to not shoulder the responsibility to counter current social, economic, and political forces in Europe and beyond that present challenges in terms of social cohesion and ways of living together. This study contributes to recent debates concerning a change of dominant school practices by recognising learning and teaching as collaborative processes between teachers and students and trust as a central element in education. Despite the interest in and positive appraisal of trust in education, little attention has been paid to concrete teaching practices and strategies on how to implement trust in learning and teaching. A case study of a multilingual theatre project of a primary school class and a video ethnographic approach allowed to explore details of classroom practices, (inter-)actions, and activities. This research set out to explore four questions: (a) What are “signs of trust” in an educational context?; (b) How and in what ways can a teacher build, maintain, or strengthen trust?; (c) How and in what ways can “signs of trust” shape interactions in the classroom?; (d) How can “sings of trust” be analysed? As a result of more than 80 hours of video-recorded participant observations and interview data, the results of this investigation show that the classroom teacher continuously and consistently maintained a work environment based on six attributes of trust identified in the literature: vulnerability, benevolence, reliability, competence, honesty, and openness. Most importantly, she valued and promoted responsibility, autonomy, collaboration, and peer support. The teacher’s verbal and non-verbal trustworthy and trusting behaviour is then interpreted as the driving force behind the pupils’ engagement as active, competent, and reliable partners in all aspects of the theatre project. In fact, the pupils signalled ownership of their learning, proactively and independently engaged with the curriculum, and positively oriented towards each other’s relationships and competences. Despite the exploratory nature and small sample of participants, the findings of this study highlight that education imbued with trust offers opportunities of growth for both teachers and students. Moreover, the data suggests that the achievement and maintenance of trust can be seen as a collaborative effort involving all members of the classroom community and facilitated by a myriad of meaning-making resources (verbal, non-verbal, with objects, even a simple look in the eye or a smile). If the debate about the value of trust for all learners is to be moved forward, a better understanding of the wider impacts on personal and social lives needs to be gained. | |
| http://hdl.handle.net/10993/38971 |
| File(s) associated to this reference | ||||||||||||||
|
Fulltext file(s):
| ||||||||||||||
All documents in ORBilu are protected by a user license.
