The potential of process-centred drama in activating the new curriculum reform in the post-2000 basic education system in China

This thesis explores the potential of process-centred drama (PCD) for achieving the standards of the New Curriculum Reform (NCR) in mainland China. In order to fulfil the objectives of cultivating (Yuren, 育人) and the all-round development (Quanmian Fahzhan, 全面发展) of learners, the NCR advocates a new teaching model which is strongly relevant to pupils’ life with a ‘participatory, actively-involved, enquiry-based and task-based’ approach. In this thesis, the benefits and profound significance of PCD as an innovative teaching strategy for filling the gap in existing pedagogic practices in the educational context of mainland China is investigated. This study makes use of mixed research methods and includes semi-structured interviews with Chinese educators, UK-based specialists and experienced facilitators, as well as case studies in UK-based theatre-in-education (TiE) and workshop observations. The two case studies with Big Brum and Freshwater focus on the existing practice of PCD in educational settings, facilitation skills and the response of learners through the engagement of PCD activities. In addition, this research investigates these practices from the perspective of Chinese educational ideas such as Yuren and all-round development, as well as Confucius’s ideas of reflective learning (Xue Er Bu Si Ze Wang, 学而不思则罔) and enjoying learning (Xue Er Bu Yan, 学而不厌). The thesis also offers a recommendation outlining a possible direction for the future growth of PCD in mainland China.