Drama techniques such as role playing or structured drama are widespread and frequently used methods of supporting the activity and participation of students in learning. Less known method which combines elements of drama education with global social issues is a Scottish method called Global Storylines. Within a three-year partnership project entitled "Expanding Participatory Teaching of Global Issues in the Primary Schools by Global Storylines Method" in whichthe Centre for Global Education NaZemi and the Institute for Research in Inclusive Education of Faculty of Education of Masaryk University participated, with the support of the Ministry of Foreign Affairs,three principal research goals were followed: Global Storylines effect on the participation of students in education; Global Storylines supportive role in teaching global issues, and inclusive potential of Global Storylines method. In the first cycle of the method implementation the research sample consisted of 6 teachers from two elementary schools and one kindergarten, in the second cycle of 16 teachers from seven elementary schools and one kindergarten. To fulfill the research project the following qualitative research methods were used: repeated direct observation in classes (3–4 observations in each class), individual and group interviews with teachers and students, analysis of written teacher’s reflections of the story episodes and the analysis of other outcomes such as students’ works and photographs taken by teachers. The survey showed a high motivational influence on the activity level of students and their participation in education. Building a fictional community, which is the basis of work with the story, positively contributed to the development of imagination of students, strengthening their cooperation, self-esteem and interpersonal relationships. A linking has been detected between the level of participation and the inclusive potential of the method. Creating a new identity allows students and teachers to secede from existing social roles and gain a whole new perspective of each other. Students appreciated the privileges associated with adulthood, especially decision-making power and respect, while teachers welcomed the opportunity to leave the role of authority and become part of a community of learners.
The Appropriation of Symbolic Language in Worldview Education through Bibliodrama