A Framework to Enhance Learner Participation through the Drama Curriculum

Abstract

The incorporation of the United Nations Convention on the Rights of the Child (UNCRC) into Scots Law in 2024, means that fulfilling children’s rights and embedding them in Scotland’s education system is a top priority. Article 12 mandates the right of the child to fully participate in decision-making around all matters affecting them. Despite a positive education policy context and a wealth of research highlighting the positive outcomes of learner participation, there continue to be challenges fulfilling policy intentions in practice. This paper aims to clarify the key concepts underpinning effective pupil participation and the contextual factors that support and undermine its success, specifically through Drama education. This paper highlights the importance of the prominence of Drama in the curriculum if we are to fulfil the aspirations of the UNCRC. The collaborative nature of Drama is the most emancipatory aspect, promoting a pedagogy of participation. Providing opportunities for learners to develop confidence and leadership skills in a low-risk environment prepares them for more formal shared decision-making out with the classroom.  It concludes with a framework to support leadership and evaluation of learner participation at departmental level, developing a participatory ethos from the inside out.