The education and exclusion of heathcliff: a lesson on ‘looked after’ and ‘previously looked after’ children in schools from nineteenth-century literature

Hoult, Elizabeth Chapman; Gibson, Mel

doi:10.1080/14681366.2023.2177325

Cited by 1 publication

(1 citation statement)

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“…The inspection of educational practices through an alternative lens is well established, for example: Ward (2018) discusses Augusto Boal's use of theatre (Boal, 2000) as a pedagogical tool to educate and inspire the audience and the actors as agents of change, Hoult and Gibson (2023) and Ward (2016) use literary analysis as a lens to explore educational policies and practices, Lake, Jackson and Hardman (2015) provide a review and summary of the various applications of the arts in medical education, running through theatre, music and the visual arts as applied in practice, pedagogy and assessment. This paper takes a similar approach to clowning and education as Eisner (2002) proposed for creative arts in education, making the case that the skills needed for clowning are relevant in all aspects of education and pedagogy, across curriculum design, teaching practice, and the teaching and learning environment.…”

Section: Introductionmentioning

confidence: 99%

Where educators can benefit from the wisdom of clowns

McCusker

2023

IJMAR

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There is much discourse around the need for learners to be allowed to make mistakes. This is embedded in established aphorisms such as “It’s OK to make mistakes” or “There is no such thing as a silly question”. Yet, educators themselves are often reluctant to make mistakes or appear uninformed or ‘stupid’ themselves. Conventional forms of teacher education which try to instil these values and practices, are largely unsuccessful, not least because Education is increasingly constructed as a mechanistic operation with clear measurable outcomes (Nørgård, Toft-Nielsen and Whitton, 2017) and any pedagogy which deviates from this, creates risk of failure. Into this space Design Thinking is introduced, underpinned by creative and innovative, human-centred and empathetic approaches which encourage the abandonment of preconceptions, promote improvisation and experimentation, challenge assumptions and reframe the issues at hand. The less conventional approach proposed here suggests that teachers can become more able to accept their fallibility and be familiar with risk and failure, through observing and identifying with, a profession whose success is predicated on failure, that of the clown. This article proposes that many of the principles of Design Thinking are second nature to clowns. Through inspection of the principles and practices of clowns, their applicability in the pedagogical domain is emphasised, allowing the recommendation to be made that educators should observe the performances of professional clowns and through this, learn to embody a little of the ‘clown spirit’ allowing them to be more amenable to failure, fallibility and not-knowing.

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Section: Introductionmentioning

confidence: 99%

Where educators can benefit from the wisdom of clowns

McCusker

2023

IJMAR

View full text Add to dashboard Cite

show abstract

The education and exclusion of heathcliff: a lesson on ‘looked after’ and ‘previously looked after’ children in schools from nineteenth-century literature

Cited by 1 publication

References 20 publications

Where educators can benefit from the wisdom of clowns

Where educators can benefit from the wisdom of clowns

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