NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1124535
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1081-3004
Blurring Boundaries: Drama as a Critical Multimodal Literacy for Examining 17th-Century Witch Hunts
Schroeter, Sara; Wager, Amanda C.
Journal of Adolescent & Adult Literacy, v60 n4 p405-413 Jan-Feb 2017
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 process drama about 17th-century witch hunts. The authors use field notes, interviews, and photographs to reveal some of the complexities of using drama in the classroom, while highlighting the relevance of critical multimodal literacy practices for creating meaningful engagements with curriculum.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A