Towards a problem-posing pedagogy: Using teacher-in-role in a special needs classroom

Abstract

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.