Abstract:
This thesis has investigated the extent to which primary school teachers in New Zealand
utilise humour as a pedagogic tool within their teaching practice. This was seen as a worthy
area of study given the extant research showing humour’s capacity to contribute to positive
outcomes for students when used effectively (Banas et al., 2011). By researching the
experiences and perceptions teachers have around their own use of humour, it was possible
to better understand the following: the attitudes they held around humour, the relationship
that existed between laughing and learning within their classrooms, and the place and
purpose humour occupies within modern New Zealand primary schools.
Mediated conversations were carried out with two groups of four primary school teachers.
This data was collected and then analysed using a qualitative methodology in order to draw
out emerging narratives and themes. Through this, the study was able to establish the forms
of humour they commonly use, their intentions in using humour, and the skillsets they saw as
integral in applying humour effectively. Their perceptions of the ways humour contributes to
desirable outcomes in education were also analysed. These findings were situated alongside
relevant literature.
In order to further critically examine these findings, they were then interrogated through the
lens of performing arts and clown theory. This process was enabled by an interview
conducted with a theatre professional with expertise in this area. Key ideas from this
interview were used to demonstrate connections between the practices of teachers who
utilise humour, and those commonly utilised within clowning.
