As soon as a barrier-free environment goes beyond general access for pushchairs and wheelchairs, it collides with the structures and processes of modern societies. The members of such a society must not only know and master its conventions, they must also be able to deal with deviations and leaps that may appear coincidental. If a person wants to stand between necessity and chance, he or she must understand structural transformations just as much as suddenly changing circumstances. School teaching, on the other hand, is a more or less successful, goal-orientated enactment between teachers and learners based on social interaction and linguistic understanding. This raises the question of whether this staging requires a pedagogical necessity consisting of purely calculable teaching routines, or in other words, whether it lacks a contingent constitution of pedagogical action or its embedding of contingency in its contextualisation.
The presentation examines the aspect of resilience in terms of how schools deal with necessity and contingency and searches for ways of acting in everyday teaching. The interdisciplinary use of arts education will be analysed using the example of drama education. Along the research project "Academy for creative, innovative and inclusive schools" (2023-2026) within the European Erasmus+ Teacher Academies, areas of the dialogical practice of learning in drama education will be explained. The presentation will give an insight into the project design and show the first steps and next expectations of the project.

Authors:
Wilfried Swoboda, University College of Teacher Education Vienna, Austria
Rolf Laven, University College of Teacher Education Vienna, Austria

About the Presenter(s)
Dr Wilfried Swoboda is a Independent Scholar at University College of Teacher Education Vienna in Austria

See this presentation on the full schedule – Thursday Schedule

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