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Perezhivanie and the experience of drama, metaxis and meaning making

journal contribution
posted on 06.12.2017, 00:00 by Susan DavisSusan Davis
Many educators have long understood that affective, social and experiential components impact on learning and in particular on longer lasting, meaningful learning. To further understand the dimensions of such experience and how this phenomenon may be understood, cultivated and researched, the concept of perezhivanie is being revitalised and interrogated. In the field of sociocultural or cultural–historical theory this concept builds on foundational work by the Russian psychologist Lev Vygotsky. There are different understandings of perezhivanie and this paper examines how it may be conceptualised as a transformative phenomenon in educational contexts. It also offers some propositions regarding how researchers might be able to work with it conceptually as something that might be traced, analysed and cultivated. The paper will focus on the nature of educational drama experience, the notion of metaxis, and how these may contribute to perezhivanie, learning and meaning making.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Volume

39

Issue

1

Start Page

63

End Page

75

Number of Pages

13

eISSN

2200-775X

ISSN

1445-2294

Location

United Kingdom

Publisher

Taylor & Francis

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Learning and Teaching Education Research Centre (LTERC); School of Education and the Arts (2013- );

Era Eligible

Yes

Journal

NJ : Drama Australia journal.