A Brechtian theatre pedagogy for intercultural education research

References

• Axtmann, A. (2002). Transcultural performance in classroom learning. In: G. Bräuer (Ed.), Body and language: Intercultural learning through drama (pp. 37–50). Westport: Ablex.
   Google Scholar
• Bacon, J. (2006). The feeling of the experience: A methodology for performance ethnography. In: J. Ackroyd (Ed.), Research methodologies for drama education (pp. 135–158), Stoke on Trent: Trentham Books.
   Google Scholar
• Barro, A., Jordan, S., & Roberts, C. (1998). Cultural practice in everyday life: The language learner as ethnographer. In: M. Byram & M. Fleming (Eds.), Language learning in intercultural perspective: Approaches through drama and ethnography (pp. 76–97). Cambridge: University Press.
   Google Scholar
• Bourdieu, P. (1991). Language and symbolic power. Cambridge: Polity Press.
   Google Scholar
• Bräuer, G. (2002). Body and language: Intercultural learning through drama. Westport: Ablex Publishing.
   Google Scholar
• Brecht, B. (1965). The Messingkauf dialogues. London: Methuen.
   Google Scholar
• Brecht, B., Müller, C., & Manheim, R. (Trans.). (1977). The Measures Taken and other Lehrstücke. London, New Delhi: Bloomsbury.
   Google Scholar
• Brecht, B., & Willett, J. (Ed./Trans.). (1964). Brecht on theatre. London: Methuen.
   Google Scholar
• Bredella, L. (2004). Rezeptionsasthetische Literaturdidaktik. Tübingen: Narr.
   Google Scholar
• Bredella, L. (2010). Das Verstehen des Anderen. Kulturwissenschaftliche und literaturdidaktische Studien. Tübingen: Narr.
   Google Scholar
• Butler, J. (2005). Giving an account of oneself. New York: Fordham University Press.
   Google Scholar
• Byram, M. (1990). Teaching culture and language towards an integrated model. In: D. Buttjes & M. Byram (Eds.), Mediating languages and cultures (pp. 17–32). Clevedon: Multilingual Matters.
   Google Scholar
• Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
   Google Scholar
• Byram, M., Nichols, A., & Stevens, D. (2001). Developing intercultural competence in practice. Clevedon: Multilingual Matters.
   Google Scholar
• Byram, M., & Zarate, G. (1997). The sociocultural and intercultural dimension of language learning and teaching. Strasbourg: Council of Europe.
   Google Scholar
• Cabral, B. (1996). Signs of a post-modern, yet dialectic, practice, research in drama education. The Journal of Applied Theatre and Performance, 1(2), 215–220. doi:10.1080/1356978960010206
   Google Scholar
• Carney, S. (2005). Brecht and critical theory: Dialectics and contemporary aesthetics. London, New York: Routledge.
   Google Scholar
• Corbett, J. (2003). An intercultural approach to English language teaching. Clevedon: Multilingual Matters.
   Google Scholar
• Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society. Los Angeles, CA: California Association for Bilingual Education.
   Google Scholar
• Cummins, J., & Early, M. (Eds.). (2011). Identity texts: The collaborative creation of power in multilingual schools. Stoke-on-Trent: Trentham Books.
   Google Scholar
• Eriksson, S. A. (2011). Distancing at close range: Making strange devices in Dorothy Heathcote's process drama: Teaching political awareness through drama. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(1), 101–123. doi:10.1080/13569783.2011.541613
   Web of Science ®Google Scholar
• Fels, L. (1998). In the wind clothes dance on a line: Performative inquiry – a (re)search methodology. An Interdisciplinary Journal of Curriculum Studies, 14(1), 27–36.
   Google Scholar
• Fels, L., & McGivern, L. (2002). Intercultural recognition through performative inquiry. In: G. Bräuer (Ed.), Body and language: Intercultural learning through drama (pp. 19–36). Westport: Ablex.
   Google Scholar
• Fleming, M. (2003). Intercultural experience and drama. In: G. Alred, M. Byram, & M. Fleming (Eds.), Intercultural experience and education (pp. 87–100). Clevedon: Multilingual Matters.
   Google Scholar
• Fleming, M. (2004). Drama and intercultural education. German as a Foreign Language, 1(4), 110–123.
   Google Scholar
• Foucault, M. (1989). The archaeology of knowledge. Abingdon, Oxon: Routledge.
   Google Scholar
• Franks, A., & Jones, K. (1999). Lessons from Brecht: A Brechtian approach to drama, texts and education. Research in Drama Education: The Journal of Applied Theatre and Performance, 4(2), 181–200. doi:10.1080/1356978990040203
   Google Scholar
• Frimberger, K. (2009). Towards a pedagogy of strangeness: Exploring the potential of strangeness for foreign language education. Scenario, 3(1), 35–48.
   Google Scholar
• Guilherme, M. (2006). Is there a role for critical pedagogy in language/culture studies. An interview with Henry Giroux. Language and Intercultural Communication, 6(2), 163–175. doi:10.2167/laic235.0
   Google Scholar
• Jameson, F. (1998). Brecht and method. London, New York: Verso.
   Google Scholar
• Kessler, B., & Küppers, A. (2008). A shared mission. Dramapädagogik, interkulturelle Kompetenz und holistisches Fremdsprachenlernen. Scenario, 2(2), 3–24.
   Google Scholar
• Koch, G. (1994). Differenz und Anerkennung. Eine Skizze zu Kommunitarismus und Lehrstückpädagogik. Korrespondenzen, 19(10), 68–71.
   Google Scholar
• Kramsch, C. (1998). Language and culture. Oxford: Oxford University Press.
   Google Scholar
• Kramsch, C. (2009). The multilingual subject. Oxford: Oxford University Press.
   Google Scholar
• Kramsch, C., & Gerhards, S. (2012). Im Gespräch. An interview with Claire Kramsch on the ‘multilingual subject’. Die Unterrichtspraxis [Teaching German], 45(1), 74–82. doi:10.1111/j.1756-1221.2012.00120.x
   Google Scholar
• Law, J. (2004). After method: Mess in social science research. Oxon, New York: Routledge.
   Google Scholar
• Liebe, F. (1994). Warum heute noch eine Auseinandersetzung mit Lehrstücken – und dann noch Brecht! Korrespondenzen, 19(10), 79–82.
   Google Scholar
• Meyer, M. (1991). Developing transcultural competence: Case studies of advanced language learners. In: D. Buttjes & M. Byram (Eds.), Mediating languages and culture (pp. 136–158). Clevedon: Multilingual Matters.
   Google Scholar
• Morricone, E. (1966). Il triello (The Trio) Il buono il brutto e il cattivo [The good the bad and the ugly]. EMI America/Capital Records.
   Google Scholar
• Mumford, M. (2009). Bertolt Brecht. London: Routledge.
   Google Scholar
• Mumford, M., & Phipps, A. (2002). Translating the strange, performing the peculiar: Marieluise Fleißer's Fegefeuer/Purgatory in Ingolstadt. Studies in Theatre and Performance, 22(2), 69–81. doi: 10.1386/stap.22.2.69
   Google Scholar
• The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93. doi:10.17763/haer.66.1.17370n67v22j160u
   Web of Science ®Google Scholar
• Ntelioglou, B. Y. (2011). But why do I have to take this class? The mandatory drama-ESL class and multiliteracies pedagogy. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 595–615. doi:10.1080/13569783.2011.617108
   Web of Science ®Google Scholar
• Ntelioglou, B. Y., Fannin, J., Montanera, M., & Cummins, J. (2014). A multilingual and multimodal approach to literacy teaching and learning in urban education: A collaborative inquiry project in an inner city elementary school. Frontiers in Psychology, 15(5), 533. doi:10.3389/fpsyg.2014.00533
   Web of Science ®Google Scholar
• Otty, N. (1995). Theatre of the oppressed: Cultural action for freedom. Contemporary Theatre Review, 3(1), 87–100. doi:10.1080/10486809508568329
   Web of Science ®Google Scholar
• Phipps, A. (2013). Intercultural ethics: Questions of methods in language and intercultural communication. Language and Intercultural Communication, 13(1), 10–26. doi:10.1080/14708477.2012.748787
   Web of Science ®Google Scholar
• Phipps, A. (2014). They are bombing now: Intercultural dialogue in times of conflict. Language and Intercultural Communication, 14(1), 108–124. doi:10.1080/14708477.2013.866127
   Web of Science ®Google Scholar
• Phipps, A., & Gonzalez, M. (2004). Modern languages – learning and teaching in an intercultural field. London, CA: Sage.
   Google Scholar
• Phipps, A., & Guilherme, M. (Eds.). (2004). Critical pedagogy: Political approaches to language and intercultural communication. Clevedon: Multilingual Matters.
   Google Scholar
• Risager, K. (2006). Language and culture: Global flows and local complexity. Clevedon: Multilingual Matters.
   Google Scholar
• Schachter, J. (1990). Communicative competence revisited. In: B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of second language proficiency (pp. 39–49). New York: Cambridge University Press.
   Google Scholar
• Schewe, M. (2011). Die Welt auch im fremdsprachlichen Unterricht immer wieder neu verzaubern. Plädoyer für eine performative Lehr- und Lernkultur! In: A. Küppers, T. Schmidt, & M. Walter (Eds.), Inszenierungen im Fremdsprachenunterricht (pp. 20–31). Grundlagen, Formen, Perspektiven, Braunschweig: Diesterweg.
   Google Scholar
• Schewe, M. (2013). Taking stock and looking ahead: Drama pedagogy as a gateway to a performative teaching and learning culture. Scenario, 7(1), 5–28.
   Google Scholar
• Schewe, M., & Shaw, P. (1993). Towards drama as a method in the foreign language classroom. Frankfurt am Main: Peter Lang.
   Google Scholar
• Spolin, V. (1999). Improvisation for the theater (3rd ed.). Evanston: Northwestern University Press.
   Google Scholar
• Steinweg, R. (1972). Das Lehrstück. Brechts Theorie einer politisch-ästhetischen Erziehung. Stuttgart: Metzler-Verlag.
   Google Scholar
• Steinweg, R. (Ed.). (1976). Brechts Modell der Lehrstücke. Zeugnisse, Diskussion, Erfahrungen. Frankfurt am Main: Suhrkamp Verlag.
   Google Scholar
• Steinweg, R., Heidefuß, W., & Petsch, P. (1986). Weil wir ohne Waffen sind. Ein theater-pädagogisches Forschungsprojekt zur Politischen Bildung. Nach einem Vorschlag von Bertolt Brecht. Frankfurt am Main: Verlag Brandes & Apsel.
   Google Scholar
• Widdowson, H. G. (1978). Teaching language as communication. Oxford: Oxford University Press.
   Google Scholar
• Winston, J. (1996). Emotion, reason and moral engagement in drama. Research in Drama Education: The Journal of Applied Theatre and Performance, 1(2), 189–200. doi:10.1080/1356978960010204
   Google Scholar
• Wright, E. (1989). Postmodern Brecht – a re-presentation. London: Routledge.
   Google Scholar