Yeates K.W.

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Body-voice and improvisation to explore trauma-informed performative pedagogy: Open the door
This chapter explores how the author, using the same training as that of actors and performing artists, explored techniques to promote embodied language learning in her facilitator practice for the Sorgente project. The aim was to create a sense of belonging among a young refugee and migrant group in Dublin, Ireland; the practice was framed with the concept of ‘duty…
2024
Yeates K.W.
English Mental health & psychosocial well-being Intervention Language education Non-formal education Pedagogy Curriculum Italy Arts education Ireland