Dramatic Inquiry in Rural Chinese Classrooms: Exploring Power Dynamics and Literacy Learning

• In Event: Bridging Divides Through Literacy: Identity, Power, and Practice in International Contexts

Abstract

This study explores how dramatic inquiry fosters literacy learning and negotiates power dynamics in rural Chinese classrooms. Using a qualitative case study approach, the research draws from Funds of Knowledge and Bakhtin’s Dialogism to examine student agency in storytelling and role-playing. Findings indicate that dramatic inquiry enables self-expression and collective meaning-making but remains constrained by institutional norms. The study highlights the importance of culturally responsive pedagogies in fostering inclusive and equitable literacy practices.

Authors

• Fuyi Feng, The Ohio State University

• Xuanya Zhou, University of Florida