Billingham, S.;
(2019)
Performed Ethnography: The Pedagogical Potential of
Research-Informed Theatre.
London Journal of Canadian Studies
, 34
(10)
pp. 201-226.
10.14324/111.444.ljcs.2019v34.0010..
Preview |
Text
10 LJCS Vol 34 2397-0605_Chapter_9.pdf Download (622kB) | Preview |
Abstract
This contribution takes as its point of departure the premise that despite recent efforts to build a more inclusive society, Canada as a nation has been founded by excluding certain groups from recognition as full citizens. This list of individuals includes the lesbian, gay, bisexual, transgender, queer or questioning, and two-spirit community. My article examines recent policy changes and pedagogical strategies which begin to redress the systemic and systematic marginalization of LGBTQ youth in high school education. In particular, I discuss the merits of using research-informed theatre to engage teachers, parents, school boards, government authorities and the wider community in debates about social justice and inclusion. The work of Tara Goldstein serves as a model for innovative research practices, applied theatre and creative pedagogy. I argue that Goldstein’s plays highlight the need for institutional change, curriculum reform and wholeschool pedagogies in the struggle to achieve genuinely inclusive education.
| Type: | Article |
|---|---|
| Title: | Performed Ethnography: The Pedagogical Potential of Research-Informed Theatre |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/111.444.ljcs.2019v34.0010. |
| Publisher version: | https://doi.org/10.14324/111.444.ljcs.2019v34.0010... |
| Language: | English |
| Additional information: | © 2019, The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC-BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • |
| Keywords: | LGBTQ-inclusive education, anti-homophobia education, teacher training, research-informed theatre, Tara Goldstein |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10094505 |
Archive Staff Only
 |
View Item |
