http://hdl.handle.net/2451/75076 2026-04-11T04:22:00Z http://hdl.handle.net/2451/75273 Title: A Welcoming Space for Whom?: Race and Inclusion in Suburban High School Theater Programs Authors: Brown, Amanda Abstract: One of the most frequently cited points of pride for high school theater teachers is the inclusivity of their programs. Research in the past has demonstrated this narrative carries through to students as well, who often note that high school theater programs provide “physically and emotionally nurturing spaces...where niche community finds safe haven and encouragement of expression” (McCammon et al., 2012). As a teacher and researcher, I ask for whom are we creating these safe spaces? This literature review presents evidence that many theater programs, especially at majority-white schools, likely struggle to support and include BIPOC students, but that little research exists on BIPOC students’ experiences or about how best to address this struggle to create racially inclusive theater communities. Because of this gap, I explore the existing literature on BIPOC students’ experiences in majority-white schools and in diverse theater programs in urban schools and community programs, as well as work outside academia that points toward potential underlying causes, solutions, and areas for additional inquiry. 2020-12-01T00:00:00Z http://hdl.handle.net/2451/75272 Title: Theatre for Liberating Social Work Education Authors: Jemal, Alexis; Lopez, Tabatha R.; Hipscher, Jenny; O’Rourke, Brennan Abstract: Four graduate students (“company”) explored the use of applied theatre to facilitate liberation-based social work education. This paper is an anecdotal, critical reflection on the authors’ work and experience providing a forum for social work students to explore social and racial justice and innovative strategies for using drama to stimulate dialogue, interaction and change at this time. Within the devising process, the company, occupying multiple intersecting identities, reflected on our lived experiences of inconsistencies between the intended purposes of social work practice and the actual process and effects of the services provided; all of which connect to social work education. The central questions that the company and participants (i.e., social work students) explored through the Theatre in Education (TIE) project were: What is Freirian praxis (i.e., critical reflection and critical action) in clinical social work and what are its implications for social workers and their clients? These questions investigated how siloed processes can lead to oppressive practices and outcomes. By integrating applied theatre with social work’s Transformative Potential Development Model, a philosophical and practice-based framework, the company invited participants to engage in praxis on multiple levels. The intrapersonal level requires self-awareness and assessment, entailing reflection on individual identities and lived experiences. The interpersonal/relational level requires an intersectional approach, cultural competency, empathy, and humility. The macro/systemic level requires analysis of how dynamics of power (such as racism and transphobia) transpire; and, an understanding that individuals’ behaviors do not exist in a vacuum of personal responsibility, but are informed by systemic and structural oppressions (i.e. macro processes have micro consequences). The bridging of reflection and action at these multiple levels of analysis comprises a liberatory pedagogy, a more holistic approach to social work education and practice in the field. 2020-12-01T00:00:00Z http://hdl.handle.net/2451/75271 Title: Drama in Education as a Form of Critical Pedagogy: Democratising Classrooms in Chile Authors: Villanueva, Catalina; O’Sullivan, Carmel Abstract: Drama in Education (DiE) is a valuable site for the practice of critical pedagogy. However, there is little research that explores the critical potential of drama as a methodology for teaching and learning across the curriculum in a Latin American context. This study analyses the critical pedagogical potential of DiE for the practices of Chilean teachers. Findings revealed that for most teachers, learning about DiE strengthened their critical pedagogical mission. Teachers recognised DiE’s potential for democratising their classrooms. However, teachers also identified difficulties in the application of DiE, citing motivating equal participation in students, identifying drama strategies that best suited curricular aims, and insufficient time for reflection as particular challenges. 2020-12-01T00:00:00Z http://hdl.handle.net/2451/75270 Title: Process Drama as a Liberatory Practice Authors: Streeter, Joshua Rashon 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. 2020-12-01T00:00:00Z