Learning to write critically : drama as pedagogy and the implications for cultural criticism

Ching Kiu, Stephen CHAN, Yuen Fun, Muriel LAW

Research output: Journal PublicationsJournal Article (refereed)peer-review


This paper analyzes the role and use of drama in engaging students with the work of cultural criticism, as it is practised in the educational settings of critical writing under the Liberal Studies curriculum within Hong Kong senior secondary schools. Drawing on action research conducted at the site of a local secondary school, we explore the pedagogic potentials of dramatic intervention for the exercise of cultural analysis and critical writing in class, and examine students’ dialogic thinking, engagement and communication among themselves, and with their target readers outside of the classroom. By mediating the process of critical composition we review the multiple dimensions and uses of criticism in the pedagogic space opened for and through writing. At the end of this experimental study on the work of drama in cultural criticism as writing, we discuss the implications such pedagogy may have for critical writing education at schools.
Original languageEnglish
Pages (from-to)69-92
Number of pages24
JournalThe Journal of Drama and Theatre Education in Asia
Issue number1
Publication statusPublished - 1 Jan 2012


  • Action Research for Liberal Studies
  • Cultural Criticism as Writing
  • Drama as Pedagogy and Engagement
  • Education and Cultural Studies
  • Student Learning


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