Meedendorp, Alie (2024) Stimulating teachers’ equity literacy through drama and theatre-based work forms: a systematic review. Master thesis, Educational Sciences.
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Abstract
As classrooms are becoming increasingly diverse, teachers often find themselves in a prominent position within initiatives to provide a safe learning environment with equal opportunities for every student in the classroom. This requires preparation for diversity within teacher education. This systematic review explores the use of drama and theatre-based work forms in pre-service and in-service teacher education and training to elicit critical reflection among teachers, as a means to prepare them for the diverse classroom. A comprehensive search in electronic databases found 26 eligible articles that were analysed using Gorski’s equity literacy approach as a framework. Various drama and theatre-based work forms emerged from the data, mostly Theatre of the Oppressed exercises. The drama and theatre-based work forms could be categorised as work forms focused on embodiment, stepping in, prompted drama, and collective playbuilding. The equity-related outcomes for teachers involved skills and competences such as empathy, perspective-taking and collaboration, shifts in attitude regarding diversity and inclusion, as well as advocacy and willingness to teach for social justice. The findings suggest that drama and theatre-based work forms can enhance teachers' equity literacy by strengthening their equity literacy skills through critical reflection. Consequently, these work forms have the potential to play an important role in preparing teachers for the diverse classroom.
| Item Type: | Thesis (Master) |
|---|---|
| Supervisor name: | Deunk, M.I. |
| Degree programme: | Educational Sciences |
| Differentiation route: | Onderwijskunde [Master Educational Sciences] |
| Date Deposited: | 18 Jun 2024 11:48 |
| Last Modified: | 18 Jun 2024 11:48 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/3420 |
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