Learning to Teach with Theatre of the Oppressed

Peggy Placier, Suzanne Burgoyne, Karen Cockrell, Sharon Welch, Helen Neville

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

In this account of a study of a Theatre of the Oppressed (TO) intervention in a preservice teacher classroom, the authors explore an alternative way of learning to teach, as well as the dynamics of interdisciplinary collaboration between Theater and Education. Measures of racial and political attitudes did not demonstrate any change in the preservice teachers; however, several limitations made these findings inconclusive. Observations and journal entries suggested that interactive theater may be a promising way to make beliefs about teaching and learning visible, and therefore accessible for critical reflection.

Original languageEnglish (US)
Title of host publicationLearning from Research on Teaching
Subtitle of host publicationPerspective, Methodology, and Representation
EditorsJere Brophy, Stefinee Pinnegar
Pages253-280
Number of pages28
DOIs
StatePublished - 2006
Externally publishedYes

Publication series

NameAdvances in Research on Teaching
Volume11
ISSN (Print)1479-3687

ASJC Scopus subject areas

  • Education

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