Kent yoksulu çocukların bakış açısından dışlanma konusunun yaratıcı drama yöntemi ile incelenmesi

Year 2023, Volume: 24 Issue: 1, 615 - 652, 30.04.2023

Perihan Korkut , Kasım Yıldırım , Tuğba Hoşgörür , Mine Kizir , Sergender Sezer , Orhan Kahya , Mirace Karaca Evren , Eda Yeşil , Vural Hosgorur

Abstract

Bu araştırmada, 2021-2022 eğitim-öğretim yılı bahar döneminde Muğla ilinde 4 ilkokul ve 2 ortaokulda gerçekleştirilmiş bir yaratıcı drama atölyesi veri toplama aracı olarak kullanmıştır. 4. ve 5. sınıf öğrencilerini hedef alan atölye, öğrencilerde sosyal dışlanma konusunda farkındalık yaratmayı amaçlamıştır. Drama atölyesi, yaratıcı drama olarak bilinen kuramsal çerçeve ve teknikler ışığında, ilgili konunun oyunsu süreçler, rol oynama ve yansıtma yoluyla keşfedileceği şekilde tasarlanmıştır. Bu makale, canlandırılan bir sosyal dışlanma durumunda öğrenciler tarafından uygulanan stratejileri incelemektedir. Stratejiler incelendiğinde, öğrenciler tarafından en çok yargılayıcı değerlendirici ifadelerin kullanıldığı ve endişe verici derecede yüksek sayıda durumun barışçıl bir şekilde çözülmediği tespit edilmiştir. Sonuçlar, sosyal bilgi işleme teorisi ile ilgili olarak tartışılmıştır.

Keywords

Yaratıcı drama, Akran zorbalığı, Sosyal dışlanma

Supporting Institution

Tübitak

Project Number

120K993

Drama to investigate social exclusion from the view-points of children in urban poverty

Abstract

The current research employed a participatory drama workshop that toured 4 primary schools and 2 secondary schools in Muğla, Türkiye during the spring semester of the 2021-2022 school year. Targeting year 4 and year 5 students, the workshop was intended to raise awareness of social exclusion among students. The drama workshop was designed according to the theoretical framework and conventions known as creative drama in a way that a topic of interest is explored through playful procedures, role playing and reflection. This paper examines the strategies employed by the students in an enacted social exclusion situation. It was found that judgmental evaluative statements are used the most by the students along with other strategies and that an alarmingly high number of situations were not resolved peacefully. Results are discussed in relation to social information processing theory.

Keywords

Creative drama, Peer bullying, Social exclusion

Project Number

120K993

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