This thesis explores the role of drama in creating transformative schooling practices with at-risk youth. Specifically, through an auto-ethnographic study of my own experiences in the dramatic arts as a student and teacher, I analyze the potential of drama education to disrupt hegemonic performances of gender and sexuality in the classroom. By using feminist and queer theories, I analyze my experiences and then share key insights through narrative writing. My narrative, analysis and findings are organized into three thematic lenses: body as a site of knowing, drama space as a queer space, and drama as a method for creating change. This thesis also offers specific pedagogical, curricular and relational strategies for developing a transformative schooling practice. Finally, the study examines the role of teacher positionality in creating a transformative practice, and the potential of using a queer pedagogy.
Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OTU.1807/33681 |
Date | 29 November 2012 |
Creators | Wickett, Jocelyn |
Contributors | Goldstein, Tara, McCready, Lance |
Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
Language | en_ca |
Detected Language | English |
Type | Thesis |
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