Teachers Act Up!: Creating Multicultural Learning Communities Through Theatre

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  • Format: Paperback
  • Copyright: 2010-05-01
  • Publisher: Teachers College Pr

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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.

Author Biography

Melisa Cahnmann-Taylor is an associate professor of language and literacy education at the University of Georgia. Mariana Souto-Manning is an associate professor of early childhood education at Teachers College, Columbia University.

Table of Contents

Forewordp. xiii
Acknowledgmentsp. xv
Introduction: Learning from Conflict, Performing Changep. 1
Acting Upp. 3
Breaking the Fourth Wall-From Spectator to Spect-actorp. 5
Reading this Book Togetherp. 7
Theatre of the Oppressed as a Critical Performative Approach to Creating Multicultural Learning Communities: An Overviewp. 9
Pushing the Chairs Aside: How and Why We Got Startedp. 11
Stresses and Tensions of Teaching in Multicultural Schools Within Monocultural Normsp. 13
The Personal and Interactional Nature of Teaching in a Diverse Worldp. 14
Focusing on Culturally Responsive Practicesp. 18
Why Theatre? Exploring Possibilities in Multicultural Teacher Educationp. 21
The Oppressed or the Oppressor? How much Power Does the Teacher have?p. 24
From Pedagogy to Theatre of the Oppressed: The Influence of Paulo Freire on the Work of Augusto Boalp. 27
The Revolutionary Nature of Boalian Theatrep. 31
Theatre of the Oppressed in Europe, Canada, and the United Statesp. 33
Teachers Act Up! Practicing Transformative Theatrep. 37
Liberating the Body: More Than Fun in Gamesp. 39
Establishing Ground Rulesp. 41
The Games: What's in a Name; How Many A's in an A; Stopping Around; House, Inhabitant, Tempest; Power Shuffle; Carnivalp. 44
Learning Casep. 58
Games as Rehearsals for Changep. 61
Seeing Is Believing: Image Theatre Is Worth a Thousand Wordsp. 62
Releasing the Imaginationp. 63
The Image Exercises: Complete the Image; Come, My Friends ...; Columbian Hypnosis; The Machine: Building Interrelations; Image Techniques: The Model; Real/Idealp. 65
Imaging the World, Imagining the Possibilitiesp. 87
Forum Theatre: Telling Stories of Teacher Conflict and Rehearsing Changep. 89
Forum Theatre: Foundations for Creating Changep. 90
How Forum Theatre Works: Generating Shared Doubts and Concernsp. 92
Performing Strategies for Actionp. 96
Changing Scripts in Real Livesp. 103
Facilitating the Process: Forum Theatre as Foundational for Professional Developmentp. 104
Art Takes Time, but Time Is Shortp. 107
Troubling Oppressions, Seeking Change: Rainbow of Desire, Invisible, and Legislative Theatrep. 110
Somewhere Over the Rainbow: The Many Shades of Teaching and Rainbow of Desire Techniquesp. 111
How Rainbow of Desire Takes Placep. 113
Invisible Theatre: Making the Invisible Visiblep. 120
Legislative Theatre: Theatre as Politics and Democracy as Theatrep. 122
Conclusion: Implications Across Contextsp. 124
Calls to Authority and Documentationp. 125
Networks of Support to Endure Strugglep. 126
(In)Subordination Through Parody and Humorp. 127
Evaluating Teachers Act Up!p. 130
Possibilities and Challenges: Theatre of the Oppressed in Teacher Educationp. 137
Teatro as a Collective Problem-Solving Activity for Social Action: An Afterwordp. 141
Appendix: Reflecting on Embodied Teacher Education: A Teacher's Testimonyp. 145
Referencesp. 151
Indexp. 159
About the Authorsp. 169
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