The Future of Education

Edition 14

Accepted Abstracts

Reflections on drama`s transdiciplinarity in education and posthumanism

Giedre Straksiene, Western Norway University of Applied Sciences Klaipeda University (Lithuania) (Norway)




The article relies on posthuman perspectives and significantly the works of Burnard et al. (2021) and Marshall (2014) on transdisciplinarity, Braidotti (2020)  and Aloid&McHugh`s (2021) posthumanist theory, and Bolton`s (1985) (Stinson & Ewing, 2017) drama education. The aim is to show how the poshumanist theoretical position could open up our understanding of drama education and its relationship to transdisciplinarity? The article details theoretical arguments by critically presenting within a framework focusing on the potential of drama transdisciplinarity through integr of various disciplines based on a balance of creativity and criticism. The integrality and transdisciplinary nature of drama provide drama`s role as a potential source of inspiration for the learning, and its enhancement of teaching of various disciplines. This enables a more fluid exploration of multiplicities in thinking about and doing arts, sciences, and other disciplines as ‘ways of being’ located within learners’ socio-cultural conditions. This implies a new kind transdisciplinary approach of entangling subject disciplines not simply as acquisition of knowledges and skills, but as important activities with the potential to make a social impact on one’s life and one’s community (Burnard et al., 2021). The posthumanistic position show a metacognitive approach of drama in transdisciplinary context. Students are not viewed as passive knowers, but learners who develop transferable learning despositions within which a playful approach to learning, knowledges and creativity are interrelated. Integration of disciplines in multiple forms through drama gives access to activities in which students may gain deeper understanding about their own thinking processes. Furthemore, posthumanism requires us to accept approach that drama is a collective experiencing, celebrating, or commenting on what we share, on what ways we are alike, and where drama is a form of group symbolism seeking universal, not individual truths.


Key words: transdisciplinarity, posthumanism, integration, drama, education, students.




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  3. Bolton, G. (1985). Changes in Thinking about Drama in Education. Theory into Practice, Vol. 24, No. 3, Educating through Drama (Summer, 1985), 151-157.
  4. Braidotti, R. (2020) ‘“We” may be in this together, but we are not all human and we are not one
  5. and the same. Ecocene: Cappadocia Journal of Environmental Humanities, 1 (1), 26–31.
  6. Burnard, P. et all (2021). Transdisciplinarity: letting arts and science teach together. Curriculum perspectives 41, 113-118.
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  9. Marshall J., (2014) Transdisciplinarity and Art Integration: Toward a New Understanding of Art-Based Learning Across the Curriculum. A Journal of Issues and Research 2014, 55(2), 104-127.
  10. Stinson M., Ewing, R. (2017).  Drama’s transdisciplinary potential. Drama Australia Journal Vol. 41, No 2, 8-82.
  11. Straksiene, G. (2013). Development of Communicative Competence of Primary School Age Children through Drama-Oriented Activities. Summary of Doctoral Dissertation, social sciences, Education (07S). KU.
  12. Sæbø, A. B. (2011). The relationship between the individual and the collective learning process in drama. Key Concepts in Theatre/Drama Education, Ed. Shifra Schonmann.


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