Diverse student teachers making sense of difference through engaging in Boalian theater approaches

Abstract

A diverse group of student teachers in an alternative certification program participated in seminars integrating Boal’s Theater of the Oppressed (TO) activities. Participants created images and enacted scenes that recreated interactions with their students and also rehearsed ideas for taking action in the classroom. The research, analyzing video and photo-elicitation interviews, showed student teachers engaging in empathic reflection and perspective-taking as they engaged in the theatrical activities. The study illuminated the potential of TO activities for supporting bilingual immigrant teachers, teachers of color, and white, middle class teachers in making sense of difference in the context of multicultural classrooms.

Keywords:

• Boalian theater
• diverse student teachers
• reflection

Acknowledgments

We are deeply indebted to the seven student teachers who have provided insights and inspiration for Boalian work in teacher education. We appreciate the helpful guidance and feedback provided by reviewers of this journal. We are also grateful for the thoughtful comments by Jo Beth Allen and Julia Plummer on an earlier draft of this article.