Volcanic Disruptions: On the Intersectional Synergy of Theater of the Oppressed and Teacher Education

Session Type: Symposium

Abstract

One challenge of social justice teacher education is finding ways to create experiences that allow pre-service teachers to internalize the dispositions of critical pedagogy, rather than just learn about them. Critical pedagogy, as a stance, can be greatly enhanced in academic settings, when it is synthesized with dynamic, experiential and performance-based methods of visualizing and articulating the tensions between equity and oppression. One powerful way to advance the integration of social justice consciousness into academic work is through Theatre of the Oppressed (TO). This symposium proposal looks at four sites where TO methods were used to enhance critical pedagogy education and offer ways for educators to voice their own experience with subtle and overt levels of school-related oppression.

Sub Unit

• SIG-Arts and Inquiry in the Visual and Performing Arts in Education

Chairs

• Alan D. Amtzis, The College of New Jersey

• Tabitha Dell'Angelo, The College of New Jersey

Papers

• Pairing Verbatim Theater and Theater of the Oppressed to Provoke Startling Empathy - Pamela Baer, University of Toronto; Jenny Salisbury, OISE/University of Toronto; Tara Goldstein, OISE/University of Toronto

• On Cocoons, Consciousness, and Courage: Preparing Justice-Oriented Teacher Educators Through Critical Pedagogies - Jamy Stillman, University of Colorado - Boulder; Kathryn Ahmed, Hunter College

• Paralysis and Outrage: Channeling Emotions and Strategizing Through Play Among Bilingual Teacher-Advocates in the Making - Blanca Gabriela Caldas Chumbes, University of Minnesota - Twin Cities

• An Interview With Julian Boal: The Role of Theater of the Oppressed to Promote Social Activism - Emily J. Klein, Montclair State University; Monica Taylor, Montclair State University

Discussant

• Johnny Saldaña, Arizona State University