Sara Schroeter
Biographic Data
| ID | 4469079 |
|---|---|
| NAME | Sara Schroeter |
| GIVEN NAMES | Sara |
| FAMILY NAME | Schroeter |
| SIGNATURE | SCHROETER S |
| AFFILIATIONS | University of Regina |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Drama in the Mess
This article examines the potential of arts education, specifically story drama, for addressing gender and sexual diversity with elementary students in a Francophone minority-language community. Adopting a participatory action research (PAR) methodology, two university-researchers and two teacher-researchers collaborated to use story drama as a pedagogical approach for teaching French in two Grade 5 classrooms in Saskatchewan. Drawing on queer cr…
Research-creation in language teaching and learning in a post-multilingual era
La recherche-création dans l’enseignement et l’apprentissage des langues à l’ère post-multilingue
Complexités identitaires et l’éducation en contexte minoritaire francophone
Complexités identitaires et l’éducation en contexte minoritaire francophone. Un article de la revue Cahiers franco-canadiens de l'Ouest (Marginalisations, dynamiques de pouvoir et contestations dans les francophonies canadiennes) diffusée par la plateforme Érudit
Marginalisation et privilège
Marginalisation et privilège : penser l’intérieur de la francophonie. Un article de la revue Cahiers franco-canadiens de l'Ouest (Marginalisations, dynamiques de pouvoir et contestations dans les francophonies canadiennes) diffusée par la plateforme Érudit
Blurring Boundaries
This article illustrates how critical multimodal literacy practices engage secondary students to further explore differences and similarities between past and present instances of discrimination within a process drama, where students and teachers explore a topic through unscripted role‐play. Data from a classroom‐based ethnography are drawn on to show how students in two grade 9 social studies classes made meaning from their engagements with a pr…
We’re here because we’re Black”
This article discusses the educational experiences of a group of French-speaking Black African-born students who entered Canada as refugees. They were attending a French school and were placed in a separate programme that was designed to meet their particular needs given their limited language skills and level of education. Drawing on critical race theory (CRT), the article analyzes how these students’ identities operated in linking their academi…
We’re here because we’re Black”
This article discusses the educational experiences of a group of French-speaking Black African-born students who entered Canada as refugees. They were attending a French school and were placed in a separate programme that was designed to meet their particular needs given their limited language skills and level of education. Drawing on critical race theory (CRT), the article analyzes how these students’ identities operated in linking their academi…
We’re here because we’re Black”
This article discusses the educational experiences of a group of French-speaking Black African-born students who entered Canada as refugees. They were attending a French school and were placed in a separate programme that was designed to meet their particular needs given their limited language skills and level of education. Drawing on critical race theory (CRT), the article analyzes how these students’ identities operated in linking their academi…
Blurring Boundaries
This article illustrates how critical multimodal literacy practices engage secondary students to further explore differences and similarities between past and present instances of discrimination within a process drama, where students and teachers explore a topic through unscripted role‐play. Data from a classroom‐based ethnography are drawn on to show how students in two grade 9 social studies classes made meaning from their engagements with a pr…
Complexités identitaires et l’éducation en contexte minoritaire francophone
Complexités identitaires et l’éducation en contexte minoritaire francophone. Un article de la revue Cahiers franco-canadiens de l'Ouest (Marginalisations, dynamiques de pouvoir et contestations dans les francophonies canadiennes) diffusée par la plateforme Érudit
Marginalisation et privilège
Marginalisation et privilège : penser l’intérieur de la francophonie. Un article de la revue Cahiers franco-canadiens de l'Ouest (Marginalisations, dynamiques de pouvoir et contestations dans les francophonies canadiennes) diffusée par la plateforme Érudit
Drama in the Mess
This article examines the potential of arts education, specifically story drama, for addressing gender and sexual diversity with elementary students in a Francophone minority-language community. Adopting a participatory action research (PAR) methodology, two university-researchers and two teacher-researchers collaborated to use story drama as a pedagogical approach for teaching French in two Grade 5 classrooms in Saskatchewan. Drawing on queer cr…
Research-creation in language teaching and learning in a post-multilingual era
La recherche-création dans l’enseignement et l’apprentissage des langues à l’ère post-multilingue
Sociology (4 works) · Humanities (3 works) · Pedagogy (3 works) · Political science (3 works) · Art (2 works) · Canadian Identity and History (2 works) · Drama (2 works) · Education, sociology, and vocational training (2 works) · Educator Training and Historical Pedagogy (2 works) · French (2 works)