Drama-based Pedagogy for Marginalised Children in Indian Preschools: Research, Intervention, and Impact

印度学前班边缘化儿童戏剧教学法：研究、干预和影响

• 批准号: 2695583
• 金额: --
• 依托单位: University of Bath
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2695583
• 关键词: Drama; based; Pedagogy; Marginalised; Children

BackgroundIn India, over 60% of Scheduled caste and Scheduled Tribe children, drop out before entering upper primary schools (Census, 2011). The marginalised, particularly tribal children, 'find their school education irrelevant and foreign to their lives, both culturally and academically' (Government of India, 2020). For them education creates a sense of estrangement, resulting in high dropout rates, absenteeism, and passive participation. COVID-19 made the situation worse, exacerbating pre-existing disparities by reducing opportunities for the most vulnerable children to continue learning (UN, 2020). In an endeavor to address the global agenda of inclusive education and early childhood education for all, India's 2020 National Education Policy (NEP) focuses on historically marginalised groups and emphasizes inquiry-oriented early childhood pedagogy, which includes art-based pedagogic methods for young children.Aims, objectives and research methods Accordingly, drawing on ideas from anthropology and education, this research aims to explore how drama-based pedagogy can be developed for preschool children in marginalised communities.Specifically the objectives of the study are to: 1. Examine ways in which the new NEP 2020 articulates an art-based pedagogy for marginalised children in early years education (EYE).2. Observe how EYE practitioners currently experience and use art-based pedagogy, reflecting on the extent to which existing practice can be facilitated to develop a drama-based pedagogy for marginalised children.3. Work with EYE practitioners and an NGO, to implement a drama based pedagogic intervention.4. Examine the impact of the pedagogic intervention from different perspectives, which include EYE practitioners and children.The study will be conducted in 3 state preschools selected from tribal, coastal, and rural regions of Kerala, in the South of India and will involve collaborating with the NGO, ANANNIA. ANANNIA will provide guidance and support for access, data collection, and development of a field intervention. They will also facilitate engagement with stakeholders and key beneficiaries of the research.The project will be designed in two phases. Phase I will involve documentary analysis of the recent NEP 2020 policy , with attention to its proposals for early childhood pedagogy; this phase will also involve ethnographic data collection, exploring how various art-based pedagogies are used in the three preschool settings. Early years classroom practice and children's experiences of it will be studied using visual methods (for example, children as photographers, videos of classroom practice etc.), participant observation, and informal interviews. Phase II will involve working with the NGO and EYE practitioners to develop and facilitate implementing a drama based pedagogic intervention using ethnographic data collected. The final phase of the study will examine the impact of the intervention. As part of the theoretical framework, the contributions of capability theory and concepts of educational alienation from anthropology, will be considered alongside theories about drama as art-based pedagogy. Applications and benefitsThe applications and benefits of this research are:1. Drama based pedagogy will help marginalised communities engage with the value of education.2. Policymakers will be provided with a model pedagogical framework which can be replicated.3. EYE practitioners and the NGO will be supported in transforming EYE pedagogic practice. In collaboration with ANANNIA, the research will engage with stakeholders throughout the research process.

背景在印度，超过60%的在册种姓和在册部落儿童在进入小学高年级之前辍学(人口普查，2011年)。被边缘化的人，特别是部落儿童，“发现他们的学校教育在文化和学术上都与他们的生活无关和陌生”(印度政府，2020)。对他们来说，教育造成了一种疏离感，导致了高辍学率、缺勤率和被动参与。新冠肺炎使情况变得更糟，减少了最脆弱儿童继续学习的机会，加剧了先前存在的差距(联合国，2020年)。为了应对全纳教育和全民幼儿教育的全球议程，印度2020年国家教育政策(NEP)重点关注历史上被边缘化的群体，强调以探究为导向的幼儿教育法，其中包括为幼儿提供基于艺术的教学方法。因此，借鉴人类学和教育学的思想，本研究旨在探索如何为边缘化社区的学龄前儿童发展基于戏剧的教学法。具体地说，本研究的目标是：1.检查新的NEP 2020如何为早期教育中的边缘化儿童阐述基于艺术的教学法(Eyes)。观察眼科从业者目前如何体验和使用以艺术为基础的教学法，反映在多大程度上可以促进现有实践为边缘儿童发展以戏剧为基础的教学法。与眼科从业者和非政府组织合作，实施以戏剧为基础的教学干预。从不同的角度考察教学干预的影响，包括眼科医生和儿童。这项研究将在印度南部喀拉拉邦部落、沿海和农村地区选择的3所邦幼儿园进行，并将涉及与非政府组织ANNIA的合作。ANANNIA将为获取、数据收集和制定实地干预措施提供指导和支持。他们还将促进与研究的利益攸关方和主要受益者的接触。该项目将分两个阶段设计。第一阶段将对最近的《2020年新教育规划》政策进行文献分析，并注意其关于幼儿教育学的建议；这一阶段还将收集民族志数据，探讨如何在三个学龄前环境中使用各种以艺术为基础的教学方法。早年的课堂实践和儿童的经验将使用视觉方法(例如，儿童作为摄影师、课堂实践的视频等)、参与者观察和非正式访谈来研究。第二阶段将涉及与非政府组织和眼科从业者合作，利用收集的人种学数据制定和促进实施以戏剧为基础的教学干预。研究的最后阶段将审查干预的影响。作为理论框架的一部分，能力理论和人类学的教育异化概念的贡献将与戏剧理论一起被视为以艺术为基础的教育学。应用和益处这项研究的应用和益处是：1.基于戏剧的教学法将帮助被边缘化的社区参与到教育的价值中来。将为政策制定者提供一个可复制的示范教学框架。将支持眼科从业者和非政府组织转变眼科教学实践。在与ANANNIA的合作下，这项研究将在整个研究过程中与利益攸关方接触。