Abstract

HELLEMANN, Phemelo C.. Towards a problem-posing pedagogy: Using teacher-in-role in a special needs classroom. SAJCE [online]. 2022, vol.12, n.1, pp.1-12. ISSN 2223-7682.  http://dx.doi.org/10.4102/sajce.v12i1.1205.

BACKGROUND: Teacher-in-role (t-i-r) drama method is explored as a pedagogical approach that can transform special needs curricula in South Africa. AIM: To use t-i-r to create a collaborative educational environment between learners and teachers. This article drew on Paulo Freire's problem-posing pedagogy as a framework that encourages critical thinking and engagement. SETTING: The study took place in the Skills Phase classroom, which handles school-to-workplace transitions at a local special school in a small town. METHODS: This practice-led research study reflects on the uses of Dorothy Heathcote's teacher-in-role to extend the curriculum beyond the Foundation Phase (Grade 3) level. The lessons involved a series of practical cross-curricular drama lessons that integrated topics from the Life Orientation (Grade 10-12) and the Drama (Creative Arts Grade 7-9) curriculum. The topics encouraged better linkages to work environment capabilities such as communication and problem-solving. RESULTS: The findings revealed that combining drama-based pedagogy with Freire's problem-posing pedagogy can help learners become decision-makers and problem-solvers in the classroom. As a result, the learners improved their critical thinking skills, self-esteem and confidence. CONCLUSION: The paper showed how drama-based pedagogy within a South African context of learning disability is an area that remains untapped, thus advocating for the uses of this approach as a possibility in improving special needs curricular implementation and practice. CONTRIBUTION: The research provided insight into the care and education of special needs learners. Thus, it contributes to the growing academic literature on Drama-in-education (D-i-E) and inclusion in special needs schools in drama practices in South Africa.

Keywords : drama in education; learning disability; cross-curriculum; educational access; disability arts; teacher-in-role; problem posing; pedagogy.

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