Drama for critical literature instruction: Empowering ELA teachers to discuss complex topics in the classroom

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.