Entangled worlds: the becoming of interpretive spaces in pupils’ engagement with literature through process drama

This article explores the potential for engaging 7 and 8-year-old
school pupils in performative literature interpretation through
process drama. Inspired by new materialism and affect theory, we
focus on how literature interpretations come into being in
dramatic fiction, and on how these becoming interpretations
merge with the classroom. The study explores interpretive spaces
as entangled worlds in mutual engagement of pupils, teachers,
and researchers in interpretation through process drama. The
study establishes a theoretical framework in pointing out ways in
which process drama performances contribute to engage the
youngest school pupils in literature interpretation and present
social problems.