Jan. 15, 2016
Source: Journal of Teacher Education, Vol. 67, Issue 1, January/February 2016
This article shares research conducted in a teacher education course on culturally relevant pedagogy where students engaged in Theater of the Oppressed (TO) activities to explore the multiplicity of their and their future students’ identities.
The authors suggest that embodied and artistic approaches in preservice teacher education create so-called small openings where students may recognize their and their future students’ identities and move toward including varied identities in their future classroom communities.