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ABSTRACT
This vignette focuses on Theatre/Drama in the Greek curriculum. Issues for consideration are presented, such as the minimal space for active learning through theatre, the limited opportunity of teachers to work as critical pedagogues and the problematic conceptual framework. A main issue is the fragmented implementation as Theatre/Drama is not provided continuously and progressively. Evidence as well as international advocacy through official documents is a proof to convince policy-makers to create a stable place for Theatre/Drama in the curriculum. There is a need to take forward the challenge of theatre in schools as a central contribution to both curriculum development and future building.
Notes on contributor
Panagiota-Betty Giannouli is a sociologist and pedagogue with a PhD in ‘Theatre and Pedagogy’. Since 1989 she teaches in Upper Secondary Education and is currently a Head Teacher. Her research, interests and practice lie in the theoretical and practical uses of theatre as education, cultural action and social intervention. Her work includes planning, organising and delivering teacher training seminars, theatre workshops and projects for educators, children and young people as well as national and international conferences. She is a founder member of the Hellenic Theatre Drama and Education Network (TENet-Gr) and from 2008 to 2011 held the position of the President of the association.