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Research Methods in Education 6th Edition

Research Methods in Education 6th Edition

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Chapter26 Presentation Transcript

  • 1. ROLE PLAY © LOUIS COHEN, LAWRENCE MANION & KEITH MORRISON
  • 2. STRUCTURE OF THE CHAPTER • What is role play? • Why use role play in research? • Issues to be aware of when using role-play • Role-play as a research method • How does it work? • Important strategies for successful role-play • Three examples of research using role-play
  • 3. WHAT IS ROLE PLAY • A ‘spontaneous, dramatic, creative teaching strategy in which individuals overtly and consciously assume the roles of others’ (Sellers, 2002) • Role play is an effective strategy for learning because it forces participants to think about the person whose role is being assumed, is connected to real-life situations, and promotes active, personal involvement in learning. • Based on role taking, role making and role negotiation: useful for accessing and exploring people’s behaviour and responses to situations and stimuli in a diverse range of contexts and settings.
  • 4. WHAT IS ROLE PLAY • Working in drama involves stepping into an imagined world, a fictional reality, and in order to make this imaginary world more meaningful and purposeful in an educational research context, it must have aspects of the real world in it. • Relationships are central: – between people – people and ideas – between people and the environment
  • 5. STAGES IN ROLE PLAY • Three stages: – Briefing – Acting – Debriefing
  • 6. THE EDUCATIONAL USE OF DRAMA • People involved in active role taking, where their attitude to the situation, not their ability to portray a character, is the chief concern. • The role-play must be lived at life-rate (i.e. in that moment). • The role-play must aim to create a living picture of life, which provides a learning opportunity for the participant as much as for any onlookers, including the researcher. • Role-play is improvisational in nature and increasingly unscripted.
  • 7. WHY USE ROLE-PLAY IN RESEARCH? • To help participants consider ideas from different perspectives, to think of possibilities. • To experience how people behave in particular circumstances by exploring a variety of social situations and social interactions. • To explore a range of human feelings and responses to situations. • To explore choices and moral dilemmas • To make decisions which are tested out in the role-play and later reflected on.
  • 8. WHY USE ROLE-PLAY IN RESEARCH? • To develop a sense of responsibility and confidence as decision makers and problem solvers. • To develop personal creativity. • To improve the social health of a group and foster improved relationships with peers or colleagues. • To interact with peers and learn to compromise in order to sustain and develop activities. • To extend, enrich and prompt the use of authentic language use in simulated real life contexts.
  • 9. WHY USE ROLE-PLAY IN RESEARCH? • To explore the skills and processes involved in conflict, negotiation and resolution of difficulties and problems in their environment. • To develop agency and an increased awareness of self. • To improve visual and spatial skills through responding to a range of stimuli and situations. • Role-play operates in a ‘no-penalty zone’, where people are freer to explore and try out a range of solutions to problems and issues, without having to worry about the outcome.
  • 10. ISSUES TO BE AWARE OF WHEN USING ROLE-PLAY • Ethical issues – Informed consent – Overt/covert research – Non-maleficence (do no harm) and beneficence – Vulnerability and dignity of participants • The researcher must act responsibly. • Draw the line between illusion and reality, but make sure that there is some reality in the illusion.
  • 11. CONDUCTING ROLE-PLAY • Set the scene • Narrate the dramatic frame • Provide a ‘second dimension’ for each role • Outline the dilemma • Dramatic tension • Objective of each participant • Constraint • Hidden objectives
  • 12. ROLE-PLAY AS A RESEARCH METHOD • Explore the principles of human behaviour in real life settings, lived at life-pace; • Access and assess how people make sense of their lives, and the structures of the natural world; • Prioritize the process of engagement; • Explore different points of view, and forge different types of knowledge; • Adopt multiple viewing points within a data set; • Study multi-level communication;
  • 13. ROLE-PLAY AS A RESEARCH METHOD • Identify and explore the development and manifestation of participants’ attitudes, decisions, strategies, values, thinking skills, and emotions; • Shift and alter variables as the research unfolds, to explore subtleties and nuances in human interactions and situations; • provide planned or spontaneous prompts and stimuli to participants; • Engage with a fully diverse research population through an inclusive method to explore and access relevant data;
  • 14. ROLE-PLAY AS A RESEARCH METHOD • Explore meanings and the ways in which people understand things; • Investigate patterns of behaviour; • Provide a distancing lens through which to interpret material; • Examine ready-made, visually and narratively rich research data, which evoke layers of meaning through reflection; • Capture visual data; • Involve participants as co-researchers; • Engage in meaningful interaction with participants.
  • 15. HOW DOES ROLE-PLAY WORK? • Brief participants on: – The purpose of taking on the role – The status or level of power of the role – The attitude of the role – The participant’s motivation in the role-play • A loosely structured role-play places more demands on participants, and thus requires greater preparation. • The effectiveness of role play is dependent on careful planning and the educator’s ability to convey confidence to participants that role play can be a valuable strategy.
  • 16. IMPORTANT STRATEGIES FOR SUCCESSFUL ROLE-PLAY • Inserting dramatic tension and awakening participants’ self-spectator • Protection into (not ‘from’) role and protection into emotion • Ensure adequate preparation • Attention to detail and practicalities