Blind to what’s in front of them: Theatre of the Oppressed and teacher reflexive practice, embodying culturally relevant pedagogy with pre-service teachers

Effects of Performance-Based Methods in Teaching of Difference with Youth

“…This study is guided by a critical pedagogical approach that examines how teachers address topics of difference and marginalization with their students through performance-based methods, and raises questions about the significance of these, often unexamined, daily practices (Solomon & Singer, 2011). The incorporation of such methods has proven to be effective in the teachings of difference within an educational setting (Trifonas, 2003;Boler & Zembylas;Solomon & Singer, 2011;Dei, 2014a;Gallagher, 2014;Duffy & Powers, 2018). This model is premised upon the idea that education should promote students to think analytically, particularly around topics involving social conditions, power, identity and representation (Howard, 2004;Solomon & Singer, 2011).…”

“…Grounded in the work of theatrical activist, Augusto Boal's (1979) Theatre of the Oppressed, performance-based pedagogy has long been associated with critical pedagogy and anti-oppressive education as it embodies reflective practices that holds the potential to subvert traditional epistemological frameworks of teachers and of teaching through theatre (Duffy & Powers, 2018). Research suggests that performance-based pedagogical methods have proven to be highly valuable in the area of addressing difference and evoking social change, as they establish a community that educates and empowers participants including both students and educators, which is conducive to critical understanding and fostering a safe, equitable learning environment (Howard, 2004;Cahnmann-Taylor & Souto-Manning, 2010;Snyder-Young, 2011;Gallagher, 2014;Desai, 2017;Duffy & Powers, 2018). As Harman and French (2004) offer, the collaborative and action-oriented use of the body within a particular familiar and local context can help students and teachers connect viscerally to topics of racial and cultural difference, identity and oppression.…”

“…Over the past 20 years, many Western countries have experienced significant demographic shifts (Ryan, Pollock & Antonelli, 2009;Daniel, 2016;Duffy & Powers, 2018).…”

“…The intersectionality of various identity markers is one of the many factors that have inevitably made contemporary classrooms significantly more diverse and complex (Gallagher, 2014;Duffy & Powers, 2018). Consequently, the role of a teacher now entails certain demands that greatly exceed traditional requirements, subject matter and teaching models (Duffy & Powers, 2018).…”

“…Although there is an abundance of literature that speaks to the composition of Canada's growing diverse population there is considerably less information regarding the distinct make-up of Canada's educators (Frideres, 2007;Ryan, Pollock & Antonelli, 2009;Solomon & Singer, 2011). Evidence from other Western societies, such as the United States of America (U.S.A) (Thompson, 2009;Cohn, 2016;Duffy & Powers, 2018) have indicated that not only is the racialized teacher population substantially disproportionate to its growing diverse student population, it is actually continuing to decrease (National Collaborative on Diversity in the Teaching Force, 2004;Ryan, Pollock, Antonelli, 2009;Solomon & Singer, 2011). This imbalance between a predominantly White teaching force and a racially diverse and non-native English/French speaking student population has resulted in an isolating divide between non-White students and White educators who are not properly prepared to effectively teach racially diverse students (Frideres, 2007;2014a;Solomon & Singer, 2011;Matias & Mackey;.…”