PROFOUND LEARNING: DRAMA PARTNERSHIPS BETWEEN ADOLESCENTS AND TERTIARY STUDENTS OF MEDICINE AND EDUCATION

Abstract

This paper examines the use of drama workshops to structure learning partnerships between adolescents and tertiary students of education and medicine. The pedagogy positions the players in powerful roles and provides a structure within which to engage in rigorous enquiry into the complex interplay of social and cultural issues that can impact on wellbeing and learning. Participants cross the boundaries of their social and professional roles to work as co-investigators and co-creators. A ‘profound’ learning is possible when the purpose-driven drama pedagogy provokes thinking from multiple perspectives and makes visible and accessible the discourses that govern thinking and behaviour.