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Richard Harrison 'To be or not to be: The outcomes of research into the policy and practice of widening participation in drama'

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John Rose-Adams
9 January 2012

 

To be presented at the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education', 24-25 April 2012
To be or not to be: The outcomes of research into the policy and practice of widening participation in drama
Richard Harrison
The Career Pathways Mapping Project was a five-year longitudinal research project concluding in July 2011, aiming to understand what motivates young people to pursue an interest in drama, both through formal curricular routes and via extra-curricular engagement.  The aim of the research was to develop a model for mapping career pathways into the study of drama and theatre in higher education, and to understand how young people with an interest in the subject may later become drama/theatre students within higher education.
The project represents practitioner-led research within the field of drama-focused widening participation practice and policy.  The operation of the research has been from the perspective of a widening participation practitioner, and indeed has sought to marry together practice with theory and research; it may therefore be more accurately considered a case study of practice and research into widening participation within the subject area of drama and performing arts.

To be presented at the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education', 24-25 April 2012

To be or not to be: The outcomes of research into the policy and practice of widening participation in drama

Richard Harrison

The Career Pathways Mapping Project was a five-year longitudinal research project concluding in July 2011, aiming to understand what motivates young people to pursue an interest in drama, both through formal curricular routes and via extra-curricular engagement.  The aim of the research was to develop a model for mapping career pathways into the study of drama and theatre in higher education, and to understand how young people with an interest in the subject may later become drama/theatre students within higher education.

The project represents practitioner-led research within the field of drama-focused widening participation practice and policy.  The operation of the research has been from the perspective of a widening participation practitioner, and indeed has sought to marry together practice with theory and research; it may therefore be more accurately considered a case study of practice and research into widening participation within the subject area of drama and performing arts.

 

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