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A conceptual framework towards a dem...

Combs, Carolyn.

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A conceptual framework towards a democratic citizenship curriculum, and its implications for educational drama.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A conceptual framework towards a democratic citizenship curriculum, and its implications for educational drama./
Author:	Combs, Carolyn.
Description:	99 p.
Notes:	Adviser: Sheldon Rosenstock.
Contained By:	Masters Abstracts International40-03.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ62711
ISBN:	061262711X

A conceptual framework towards a democratic citizenship curriculum, and its implications for educational drama.
Combs, Carolyn.

A conceptual framework towards a democratic citizenship curriculum, and its implications for educational drama. - 99 p.

Adviser: Sheldon Rosenstock.

Thesis (M.Ed.)--The University of Manitoba (Canada), 2001.

A conceptual framework for a democratic citizenship curriculum is articulated and educational drama theory is explored for its implications to it. The focus is on both historical and contemporary contributions from the literature.

ISBN: 061262711XSubjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A conceptual framework towards a democratic citizenship curriculum, and its implications for educational drama.
LDR:02467nam 2200337 a 45 001 928681
005 20110426
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020 $a 061262711X
035 $a (UnM)AAIMQ62711
035 $a AAIMQ62711
040 $a UnM $c UnM
100 1 $a Combs, Carolyn. $3 1252146
245 1 0 $a A conceptual framework towards a democratic citizenship curriculum, and its implications for educational drama.
300 $a 99 p.
500 $a Adviser: Sheldon Rosenstock.
500 $a Source: Masters Abstracts International, Volume: 40-03, page: 0541.
502 $a Thesis (M.Ed.)--The University of Manitoba (Canada), 2001.
520 $a A conceptual framework for a democratic citizenship curriculum is articulated and educational drama theory is explored for its implications to it. The focus is on both historical and contemporary contributions from the literature.
520 $a This thesis uses as its analytical focus the concept of the socially constructed nature of identity in an effort to clarify what the link between drama and democratic citizenship may be.
520 $a How can the arts be used to pursue a citizenship education? This thesis attempts to answer this question, focusing on the relationship between educational drama and a democratic citizenship curriculum. It is limited to a content analysis of a literature review, and concentrates on specific curriculum theories and selected theories of drama in education.
520 $a Approaches to curriculum that address issues concerned with democratic citizenship are identified and examined in order to understand how and why the concept of the socially constructed nature of identity is important to a democratic citizenship education.
520 $a It is concluded that educational drama can be a powerful practice within a democratic citizenship curriculum. It can provide a form of analysis that can be used to integrate curriculum, to create possible visions of the future, and to develop an awareness of the socially constructed nature of identity. These three interrelated concepts are fundamental to a democratic citizenship curriculum and inherent in the practice of educational drama.
590 $a School code: 0303.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Theater. $3 522973
690 $a 0465
690 $a 0534
690 $a 0727
710 2 0 $a The University of Manitoba (Canada). $3 1249364
773 0 $t Masters Abstracts International $g 40-03.
790 $a 0303
790 1 0 $a Rosenstock, Sheldon, $e advisor
791 $a M.Ed.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ62711