Aroused from a “false sense of neutrality“: A photo story

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dc.contributor.authorDalziel, Fiona
dc.contributor.editorDalziel, Fionaen
dc.contributor.editorPiazzoli, Erikaen
dc.contributor.editorScally, Garretten
dc.date.accessioned2022-02-10T09:22:37Z
dc.date.available2022-02-10T09:22:37Z
dc.date.issued2021
dc.description.abstractThe three black and white photographs that provide the impetus for this piece are the work of students participating in an English drama workshop at an Italian university. The brief discussion around the tableaux task “Art is not neutral”, inspired by Cañas’ manifesto, is framed by critical language pedagogy and addresses the issue of students’ agency as socially-responsible citizens.en
dc.description.statusNot peer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationDalziel, F. (2021) 'Aroused from a “false sense of neutrality“: A photo story', Scenario: A Journal for Performative Teaching, Learning, Research, 15(2), pp. 80-84. https://doi.org/10.33178/scenario.15.2.7en
dc.identifier.doihttps://doi.org/10.33178/scenario.15.2.7
dc.identifier.endpage84
dc.identifier.issn1649-8526
dc.identifier.issued2
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage80
dc.identifier.urihttps://hdl.handle.net/10468/12542
dc.identifier.volume15
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttps://journals.ucc.ie/index.php/scenario/article/view/scenario-15-2-7
dc.rights© 2021, 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.subjectPhoto storyen
dc.subjectTableauxen
dc.subjectArt is not neutralen
dc.subjectDrama classen
dc.subjectDrama practiceen
dc.titleAroused from a “false sense of neutrality“: A photo storyen
dc.typeArticle (non peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. 15 Issue 2