About the blessing of linguistic diversity in the field of education (and beyond): Learning through drama from the Irish past

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dc.contributor.authorSchewe, Manfreden
dc.date.accessioned2024-01-30T16:08:24Z
dc.date.available2024-01-30T16:08:24Z
dc.date.issued2023-12-31en
dc.description.abstractIn this article performative teaching practice becomes a departure point for reflections on linguistic diversity in the field of education. Reference is made to personal experiences with linguistic (in)sensitivity in intercultural encounters, and personal views are expressesed to spark off a broader discussion on the development and implementation of linguistic diversity policies.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationSchewe, M. (2023) 'About the blessing of linguistic diversity in the field of education (and beyond): Learning through drama from the Irish past', Scenario: A Journal for Performative Teaching, Learning, Research, 17(2), pp. 197-180. doi: https://doi.org/10.33178/scenario.17.2.10en
dc.identifier.doihttps://doi.org/10.33178/scenario.17.2.10en
dc.identifier.endpage197en
dc.identifier.issued2
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage180en
dc.identifier.urihttps://hdl.handle.net/10468/15468
dc.identifier.volume17
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.rights© 2023, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectLinguistic diversityen
dc.subjectTheatre pedagogyen
dc.subjectValuing of languageen
dc.subjectLinguistic sensitivityen
dc.subjectPerformative pedagogyen
dc.subjectIntercultural encountersen
dc.subjectLearning through dramaen
dc.titleAbout the blessing of linguistic diversity in the field of education (and beyond): Learning through drama from the Irish pasten
dc.typeArticle (peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. 17 Issue 2