Journal article
We might play different parts: theatrical improvisation and anti-racist pedagogy
Research in drama education, Vol.23(4), pp.523-538
10/02/2018
DOI: 10.1080/13569783.2018.1494557
Abstract
This article reports on what three white critical whiteness scholars learned about the ways white supremacy was affirmed and resisted during a two-day improvisational, critical whiteness workshop. The authors relied on critical literacy to theorise the castle as a sign or text with implicit, racial meaning. Furthermore, the authors use improvisational theatre to design and make sense of critical pedagogy intended to disrupt the ongoing production of white supremacy. They consider how theatrical improvisation, as a pedagogical tool, might be used in critical whiteness pedagogy to disrupt the affirmation of white supremacy through signs and symbols.
Details
- Title: Subtitle
- We might play different parts: theatrical improvisation and anti-racist pedagogy
- Creators
- Samuel Jaye Tanner - Pennsylvania State UniversityErin T. Miller - Department of Reading and Elementary Education, The University of North CarolinaShannon Montgomery - University of North Carolina at Charlotte
- Resource Type
- Journal article
- Publication Details
- Research in drama education, Vol.23(4), pp.523-538
- Publisher
- Routledge
- DOI
- 10.1080/13569783.2018.1494557
- ISSN
- 1356-9783
- eISSN
- 1470-112X
- Language
- English
- Date published
- 10/02/2018
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371121702771
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