Building Norms Together: The Interaction of Students and Teachers in Dramatic Inquiry

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Engaging Visual Data, Inquiry, and Storytelling (Table 1)

Abstract

Dramatic inquiry as we know can foster students’ belonging, which provides a new way for teaching and learning. We studied how norms are constructed by teachers and students together in rural China. Collecting data based on interviews, observation, and documents, I focused on the interaction between students and students, teachers and students in the dramatic inquiry classes. It turned out that teachers opened imagination space for students during the role-play; Students’ identities were invited but still encountered restrictions in the silent show. It increased awareness of the roles that teachers and students play in dramatic inquiry and promoted educational equity regarding power dynamics in the classroom.

Author

• Fuyi Feng, The Ohio State University