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This article explores the intersections of drama and reading, specifically focusing on approaches that are situated within “drama in education.” Supported with a retrospective analysis, this article portrays the research, related practice and possible futures in drama education in relation to literacy and in particular to reading fiction as meaning making practice. This study is situated in a reassertion...
Focusing on the creative writing of Year 6 boys as they make the transition to Year 7, this article establishes a theoretical model for creative writing as response. In line with Bakhtin's notion of utterances as ‘interpersonal’ (1986), the model demonstrates the complexity of creative writing – the text is influencing of and influenced by an author's participation in ‘figured worlds’ (Holland, Lachicotte,...
This manuscript describes how innovative literacy practices such as multigenre writing and artifactual critical literacy have been used to tap into pre‐service teachers' cultural identities while responding to literature. In the process of responding to literature, personal experience is crucial; therefore, in this study, I focused on the relationship between that personal experience and cultural...
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