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ERIC Number: EJ935707
Record Type: Journal
Publication Date: 2011
Pages: 24
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-1066-5684
All the School's a Stage: Critical Performative Pedagogy in Urban Teacher Education
Harman, Ruth; McClure, Greg
Equity & Excellence in Education, v44 n3 p379-402 2011
The authors of this article investigate how a performance module was integrated into a graduate course on children's literature to provide teachers with a space to re-enact and challenge the institutional tensions that were impacting their work as multicultural educators. Based on a combined ethnographic and systemic functional linguistics analysis, this study investigates how performance functioned in the context of this course. Did teachers co-construct a collaborative and transgressive space to challenge the top-down discourses informed by deficit views of diverse students and communities in the school district? Data collected for the study include videotapes of course sessions, field notes, teachers' written critiques, and curriculum materials. Findings show that the use of this performance module helped expose and challenge institutional power dynamics. However, the invoked heteroglossia of voices and perspectives also maintained deficit discourses about students and parents. Implications about how theater and other arts-based approaches can be integrated into critical teacher education curricula in ways that promote broader social change are discussed. (Contains 3 figures and 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A