NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1154329
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1063-2913
Shifting Discourses in Teacher Education: Performing the Advocate Bilingual Teacher
Caldas, Blanca
Arts Education Policy Review, v118 n4 p190-201 2017
This article analyses the co-construction of the Bilingual teacher as advocate among preservice Bilingual teachers, through the use of narratives drawn from actual stories of Bilingual teachers, by means of drama-based pedagogy inspired by Theater of the Oppressed techniques. This study uses critical discourse analysis and Bakhtinian intertextuality to analyze how preservice Bilingual teachers shifted the discourse, moving from discussing issues pertaining to Bilingual education, such as race and immigration, from the outside to from the middle, situating themselves as protagonists of the conflict. The improvisational nature of the performances, owing to the use of drama-based techniques, allowed the participants to explore critical issues, develop their stance toward issues of immigration and racism, and rehearse their identities as advocates.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A