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Incitement in the University Classroom: Enacting Trauma for Intercultural Discourse
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Author : Sandra May ADAMS    
Printing Year : 2017
Number : Volume 5 Issue 3
Page : 727-743
DOI Number: : 10.18298/ijlet.1797
Cite : Sandra May ADAMS , (2017). Incitement in the University Classroom: Enacting Trauma for Intercultural Discourse. International Journal of Languages' Education and Teaching, Volume 5 Issue 3, p. 727-743. Doi: 10.18298/ijlet.1797.
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Habits of silence are frequently carried into practical and oral classes, where professionals struggle to stimulate active mental and verbal participation. Intercultural, dramatised contemporary traumas can provide an incitement catalyst through vicarious experience, which promotes all spoken English skills as well as confidence, performative ability and inter-cultural understanding. Furthering this purpose, the author’s theory of incitement, and a set of questions with which to address trauma in fictions enables a strong theoretical framework which reinforces the critical lens through practical application. Cop Out from ‘It Ain’t Shakespeare,’ (PRC: Xiamen University Press, 2012), and Let’s Take a Selfie, (all by the author) two plays including traumas of loss, rejection, PTSD, betrayal, and racism, humorously explore traumatic issues while offering opportunities for group and class intercultural dialogue and examination as well as performance. These two plays, which constitute the corpus for this study, have been studied and performed in China and Turkey with university students at all levels up to PhD.

Drama, incitement, trauma, othering, intercultural, communication, translation, interpretation.


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Appendix A Image retrieved on 1 May from https://wikispaces.psu.edu/download/attachments/41095606/Keys%20final.JPG?version=1&modificationDate=1456622868000&api=v2&effects=drop-shadow

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