Teachers Act Up! Creating Multicultural Learning Communities Through Theatre

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If teachers want to create positive change in the lives of their students, then they must first be able to create positive change in their own lives. This book describes a powerful professional development approach that merges the scholarship of critical pedagogy with the Theatre of the Oppressed. Participants "act up" in order to explore real-life scenarios and rehearse difficult conversations they are likely to have with colleagues, students, administrators, and parents. The authors have practiced the theatrical strategies presented here with pre- and in-service teachers in numerous contexts, including college courses, professional development seminars, and PreK-12 classrooms. They include step-by-step instructions and vivid photographs to help readers use these revolutionary theatre strategies in their own contexts for a truly unique learning experience.

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Product Details

  • ISBN-13: 9780807750735
  • Publisher: Teachers College Press
  • Publication date: 4/2/2010
  • Series: 0
  • Edition description: New Edition
  • Pages: 192
  • Product dimensions: 6.30 (w) x 9.00 (h) x 0.40 (d)

Table of Contents

Foreword Johnny SaldaƱa xiii

Acknowledgments xv

Introduction: Learning from Conflict, Performing Change 1

Acting Up 3

Breaking the Fourth Wall-From Spectator to Spect-actor 5

Reading this Book Together 7

Part I Theatre of the Oppressed as a Critical Performative Approach to Creating Multicultural Learning Communities: An Overview 9

1 Pushing the Chairs Aside: How and Why We Got Started 11

Stresses and Tensions of Teaching in Multicultural Schools Within Monocultural Norms 13

The Personal and Interactional Nature of Teaching in a Diverse World 14

Focusing on Culturally Responsive Practices 18

Why Theatre? Exploring Possibilities in Multicultural Teacher Education 21

2 The Oppressed or the Oppressor? How much Power Does the Teacher have? 24

From Pedagogy to Theatre of the Oppressed: The Influence of Paulo Freire on the Work of Augusto Boal 27

The Revolutionary Nature of Boalian Theatre 31

Theatre of the Oppressed in Europe, Canada, and the United States 33

Part II Teachers Act Up! Practicing Transformative Theatre 37

3 Liberating the Body: More Than Fun in Games 39

Establishing Ground Rules 41

The Games: What's in a Name; How Many A's in an A; Stopping Around; House, Inhabitant, Tempest; Power Shuffle; Carnival 44

Learning Case 58

Games as Rehearsals for Change 61

4 Seeing Is Believing: Image Theatre Is Worth a Thousand Words 62

Releasing the Imagination 63

The Image Exercises: Complete the Image; Come, My Friends ...; Columbian Hypnosis; The Machine: Building Interrelations; Image Techniques: The Model; Real/Ideal 65

Imaging the World, Imagining the Possibilities 87

5 Forum Theatre: Telling Stories of Teacher Conflict and Rehearsing Change 89

Forum Theatre: Foundations for Creating Change 90

How Forum Theatre Works: Generating Shared Doubts and Concerns 92

Performing Strategies for Action 96

Changing Scripts in Real Lives 103

Facilitating the Process: Forum Theatre as Foundational for Professional Development 104

Art Takes Time, but Time Is Short 107

6 Troubling Oppressions, Seeking Change: Rainbow of Desire, Invisible, and Legislative Theatre 110

Somewhere Over the Rainbow: The Many Shades of Teaching and Rainbow of Desire Techniques 111

How Rainbow of Desire Takes Place 113

Invisible Theatre: Making the Invisible Visible 120

Legislative Theatre: Theatre as Politics and Democracy as Theatre 122

Conclusion: Implications Across Contexts 124

Calls to Authority and Documentation 125

Networks of Support to Endure Struggle 126

(In)Subordination Through Parody and Humor 127

Evaluating Teachers Act Up! 130

Possibilities and Challenges: Theatre of the Oppressed in Teacher Education 137

Teatro as a Collective Problem-Solving Activity for Social Action: An Afterword Kris D. GutiƩrrez 141

Appendix: Reflecting on Embodied Teacher Education: A Teacher's Testimony 145

References 151

Index 159

About the Authors 169

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