Making Invisible Intersectionality Visible Through Theater of the Oppressed in Teacher Education
Datos Bibliográficos
| ID | 4308917 |
|---|---|
| Autores | Beth Powers (Millersville University of Pennsylvania, USA), Peter B Duffy (University of South Carolina, Columbia, USA), Peter Duffy (University of South Carolina, autor de correspondencia) |
| Año | 2016 |
| Volumen | 67 |
| Número | 1 |
| Páginas | 61-73 |
| Fecha de publicación | 2016-01-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editorial | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487115607621 |
| OpenAlex | W2266494394 |
| Idioma | EN |
| Citas recibidas | 13 |
| Referencias citadas | 39 |
The arts generally and theater specifically offer effective strategies to help educators recognize and make visible the multiple student and teacher identities within classrooms. Without student and teacher agency in schools, there cannot be equitable and liberatory learning environments. Noted Brazilian theater artist and activist Augusto Boal's Theater of the Oppressed (TO) offers promising opportunities to embody Crenshaw's notion of intersectional identities and Purdie-Vaughns and Eibach's concept of Invisible Intersectionality. This article shares research conducted in a teacher education course on culturally relevant pedagogy where students engaged in TO activities to explore the multiplicity of their and their future students' identities. The authors suggest that embodied and artistic approaches in preservice teacher education create so-called small openings where students may recognize their and their future students' identities and move toward including varied identities in their future classroom communities
Aesthetics · Agency (philosophy) · Art · Embodied cognition · Epistemology · Identity (music) · Intersectionality · Mathematics education · Pedagogy · Social science · Sociology · Teacher education · The arts · Visual arts · Art Education and Development · Gender Studies · Literacy, Media, and Education · Psychology · Teacher Education and Leadership Studies
Intersectionality, Race-Gender Subordination, and Education
Promoting student engagement in teamwork
Intersectionality as Curricular Infrastructure in Language Teacher Education
The Relevance of Visibility in Cultivating Teacher Leaders’ Professional Identity
Reimagining Teacher Education
Understanding College Students’ Behavioral Patterns in a Blended Learning Class
The elephant is in the room
Dance as dialog
Wrestling with forum theater in the banking culture of education in the United States
Supporting intentional reflection through collage to explore self-care in identity work during initial teacher education
Forum Theatre as a mechanism to explore representation of local people's values in environmental governance
The Role of Visioning in Supporting Equitable Spaces
The Theatrics of Hate
Arts Based Research
Cultural Action and Conscientization
Qualitative Research
Qualitative Data Analysis in Health Psychology
Games for Actors and Non-Actors
Theoretical Foundations for Social Justice Education
Readings for Diversity and Social Justice
Doing qualitative research
Teacher Expectations and Self-Fulfilling Prophecies
Social identity complexity
Playing with power and privilege
An Ethic of Caring and Its Implications for Instructional Arrangements
The Dreamkeepers
Intended Consequences
Urban Educators’ Voices
Science, Art, and the Predispositions of Educational Researchers
Critical Discourses on Teacher Development
Mapping the Margins
Intersectional Invisibility
Embodiment in Mathematics Teaching and Learning
Techniques to Identify Themes
| Obras citantes distintas | 13 |
|---|---|
| Citas por año | 1,63 |
| Intervalo de citas | 2018 - 2026 (9) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 13 |