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ERIC Number: EJ1106419
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1356-9783
Playing with Shadows--Playing with Words: Exploring Teachers' Ownership through Poetic Inquiry in a Norwegian-Nepalese Preschool Teacher Education Project
Mjanger, Ruth
Research in Drama Education, v19 n3 p296-312 2014
This article explores the use of poetic inquiry in a transnational competence-building Shadow Play Project. Based on journals from four Nepalese preschool teacher educators, I present and interpret examples of data poems that portray the teachers' experiences of ownership in the project. My discussion intends to make explicit some aspects of the process of my search for the experience of ownership, coupled with a discussion of the search of a poetic form. I will further reflect upon the usefulness and challenges of poetic inquiry, given the use of English as a second or third language of the persons involved. Through this, I seek to develop a critical understanding of poetic inquiry as a way of understanding the experiences of others.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nepal; Norway
Grant or Contract Numbers: N/A