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Full-Text Articles in Education
Introducing Hānai Pedagogy: A Call For Equity In Education Through An Aanapi Lens, Robin Brandehoff
Introducing Hānai Pedagogy: A Call For Equity In Education Through An Aanapi Lens, Robin Brandehoff
Pedagogy and Theatre of the Oppressed Journal
This paper introduces a novel pedagogical framework titled Hānai Pedagogy which embraces cultural identity, language, and familial relationships to counter dominant narratives around historical and colonial educational systems. Derived from a larger study on informal mentorships (Brandehoff, 2020) and Indigenous concepts of familial connectedness and community, Hānai Pedagogy is Hands-on; builds Alliances with students, families, and community members; Navigates racial, cultural, and economic oppressions; centers Authenticity among educators and learning practices; and encourages explorative teaching through Interrelations of cultural tradition and modern modes of learning. Using an Asian American, Native American, and Pacific Islander (AANAPI) lens, this new pedagogical framework …
Demechanizing Whiteness: Lessons From Theatre Of The Oppressed, Elizabeth J. Simpson
Demechanizing Whiteness: Lessons From Theatre Of The Oppressed, Elizabeth J. Simpson
Pedagogy and Theatre of the Oppressed Journal
The Theatre of the Oppressed (TO) provides small group techniques to strategize and “rehearse” for collaborative liberation using popular education forms of systems analysis, bolstered by practices that counter implicit biases and habituated behaviors. This essay draws on interviews with jokers at CTO-Rio to advocate the need for continual engagement of demechanizing practices both within TO and in the lives of practitioners in order to demechanize the tenets of white supremacy that we are born into, despite our essential loving nature, with particular focus on counteracting a the habit of exploiting Black suffering for creative capital.
Skooz Be Hat’In: My Story Navigating And Negotiating Standard American English, Lisa M. Westbrooks
Skooz Be Hat’In: My Story Navigating And Negotiating Standard American English, Lisa M. Westbrooks
Pedagogy and Theatre of the Oppressed Journal
In most education systems, African American Vernacular English is not considered a language or variety of English and students who speak it are coerced into using Standard American English only. Using autoethnographic methodology I examine my personal language navigation and negotiation of Standard American English and the oppression of language and identity that accompanied it. I use storytelling to draw the reader into my childhood memories and the drifting away of my first language. As a young student and English as a Second Language teacher I have learned from these experiences and share strategies so that others may successfully reduce …
“On Your Feet!”: Addressing Ableism In Theatre Of The Oppressed Facilitation, Caitlin E. Ray
“On Your Feet!”: Addressing Ableism In Theatre Of The Oppressed Facilitation, Caitlin E. Ray
Pedagogy and Theatre of the Oppressed Journal
Theatre of the Oppressed workshops strive to be inclusive and democratic; however, the facilitation of such workshops may actually limit inclusiveness when facilitators assume a certain level of physical ability in its participants. By considering disability scholarship and Universal Design pedagogy, I introduce specific ways in which facilitators can be more inclusive to the diversity of bodies in our workshops. I also include an example Image Theatre activity that applies my disability-conscious suggestions.
Students Staging Resistance: Pedagogy/Performance/Praxis, Patrick Santoro, Uriah Berryhill, Lois Nemeth, Rebecca Townsend, Deirdre Webb
Students Staging Resistance: Pedagogy/Performance/Praxis, Patrick Santoro, Uriah Berryhill, Lois Nemeth, Rebecca Townsend, Deirdre Webb
Pedagogy and Theatre of the Oppressed Journal
This essay archives and reimagines a collaborative student performance—inJUSTICE—developed as part of a performance and social change course. Working within the framework of critical pedagogy, the intents of this piece are several: to offer strategies for teaching a course on performing resistance and mentoring students in the development of original work; to provide insight into how students, primarily at the undergraduate level, process performance in the context of social change, as well as apply course concepts and practices in their own performance work; and to affirm a body-centered, performative pedagogy in the classroom. Also included is a video of the …