We might play different parts: theatrical improvisation and anti-racist pedagogy

Samuel Jaye Tanner, Erin T. Miller, Shannon Montgomery

Research output: Contribution to journalArticle

Abstract

This article reports on what three white critical whiteness scholars learned about the ways white supremacy was affirmed and resisted during a two-day improvisational, critical whiteness workshop. The authors relied on critical literacy to theorise the castle as a sign or text with implicit, racial meaning. Furthermore, the authors use improvisational theatre to design and make sense of critical pedagogy intended to disrupt the ongoing production of white supremacy. They consider how theatrical improvisation, as a pedagogical tool, might be used in critical whiteness pedagogy to disrupt the affirmation of white supremacy through signs and symbols.

Original languageEnglish (US)
Pages (from-to)523-538
Number of pages16
JournalResearch in Drama Education
Volume23
Issue number4
DOIs
StatePublished - Oct 2 2018

Fingerprint

spontaneity
theater
symbol
literacy
Pedagogy
Racist
Whiteness
Improvisation
White Supremacy

All Science Journal Classification (ASJC) codes

  • Education
  • Visual Arts and Performing Arts
  • Literature and Literary Theory

Cite this

Tanner, Samuel Jaye ; Miller, Erin T. ; Montgomery, Shannon. / We might play different parts : theatrical improvisation and anti-racist pedagogy. In: Research in Drama Education. 2018 ; Vol. 23, No. 4. pp. 523-538.
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We might play different parts : theatrical improvisation and anti-racist pedagogy. / Tanner, Samuel Jaye; Miller, Erin T.; Montgomery, Shannon.

In: Research in Drama Education, Vol. 23, No. 4, 02.10.2018, p. 523-538.

Research output: Contribution to journalArticle

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