| Summary: | This case study explores the effects of participatory drama on groups of upper primary school students in Cyprus with the intention of enhancing their critical thinking. For the purposes of this research, a series of twenty-four drama workshops based on several drama contexts and stories were designed and carried out in three primary school classes, considered to be the three units of analysis of a collective case study. The research was also informed by elements of ethnography and reflective practice and explored the students’ voices, choices, actions and general responses to the drama contexts and issues they were presented with. At the same time, this project looks at the students’ and their teachers’ considerations and reflections on the learning experiences and explores the students’ stances and group decisions and how they related these to their real-life experiences and actions. The discussion of the findings focuses on what the research tells us about how drama might be considered important for children’s critical thinking. The constraints which hindered this research are also presented while questions related to the potential of drama to achieve similar goals are proposed for further exploration.
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