Process Drama as a Liberatory Practice

Abstract

How do we prepare future educators and artists to interrogate and promote social and racial justice in the classroom? This article considers process drama as a liberatory practice to reposition theatre educators as critical pedagogues. Responding to the need for educational reform, the author argues that drama should be included in PK-12 theatre classrooms and therefore taught in pre-service education and teaching artist training programs at the university level. While a complex artistic form, the author provides suggestions for planning a process drama through the lens of story-making and social justice education.