Educators require strategies for addressing complex topics related to identity, power, and privilege, especially in today's climate of increased educational censorship. This paper explores a seven-week professional development workshop series aimed at equipping English Language Arts teachers with drama-based strategies for critical literature instruction. Results suggest that drama pedagogy enhances teacher professional identity and offers subversive tools for navigating restrictive educational policies. Despite challenges in classroom implementation, drama-based instruction shows promise for transforming both teaching practices and student engagement with critical, socially relevant content.
Samantha Briggs (Tue,) studied this question.
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