In this paper, we present a study of adult asylum seekers learning Italian as a Second Language through Process Drama. Adopting an ecology of language approach, we first set the scene by examining some of the most salient ...

In this paper we offer an overview of the arts in education in Ireland, making a case for a performative approach. We dis- cuss theory, research and practice – situating the developments in Ireland within a multicultural ...

In this paper, we discuss a collaborative research project called Lacunae: Embodying the Untranslatable. The issue of untranslatability has been a much-discussed topic in translation studies, with recent debate linking it ...

This review is drawn from extensive and systematic reviews of the literature in Arts Education; as art form, as discrete subject and as arts pedagogy. The review constitutes a narrative enquiry and as such it is ...

This article considers the ethical dimension of performative practice with refugees and migrants, positioning storytelling as a double-edged sword that can either elevate or stigmatise the storyteller. The discussion is ...

This chapter considers drama in second language education, with attention to the intercultural domain. The chapter is organised into three parts. The first part discusses various frameworks for intercultural literacy and ...

Traditionally, adults with intellectual disabilities have not been given the option of participating in and thus benefiting from higher and post-secondary education. However, over the last number of years, an increasing ...

This paper discusses a longitudinal, participatory case study focused on a group of experienced teachers of Italian (L2), learning to integrate process drama pedagogy in their practice. Process drama is an embodied approach ...