This study examines the transformative impact of applied drama pedagogy on Palestinian students participating in the exchange programme at the University of Stavanger where they study Drama and Intercultural Communication, a course that is based on performance. Through an Interpretative Phenomenological Analysis (IPA), the research examines how the exposure to performance-based learning reshaped students’ critical thinking, cultural identity, and political consciousness. Findings reveal that performance facilitated deep self-reflection, enabling students to challenge the rigidity of traditional Palestinian education systems and engage more critically with their societal and political realities. This research highlights the potential of applied drama as a pedagogical tool for resistance, self-expression, and the reimagining of educational practices within the context of Palestinian university settings. The study further explores how the exchange programme enabled students to advocate for educational reforms upon their return to Palestine, positioning drama not only as an educational method but also as a form of social activism.

العنوان

Changing English

الناشر

Tylor and Francis

بلد الناشر

المملكة المتحدة

Indexing

Thomson Reuters

معامل التأثير

0,7

نوع المنشور

Both (Printed and Online)

المجلد

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السنة

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الصفحات

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