Educators’ Perceptions of Performance-Based Approaches in Teaching Difference With Youth

  • Madison E. Gaudry-Routledge Ryerson University
  • Marni J. Binder Ryerson University
Keywords: oppression, critical pedagogy, social justice, drama education, performative inquiry

Abstract

Recent research into critical pedagogy supports the implementation of performance-based practices into the classroom. This qualitative research explored the pragmatic ways in which youth, ages 8-17, are  taught in Canada’s, specifically Ontario’s, education system on topics of difference and power. Through semi-structured interviews, four elementary and high school educators described their experiences using performance-based teaching in the classroom. A thematic analysis revealed that teachers found including such practices empowered students and influenced their understanding of their own identities as well as the systemic oppression of marginalized groups.

Published
2020-06-13
How to Cite
Gaudry-RoutledgeM. E., & BinderM. J. (2020). Educators’ Perceptions of Performance-Based Approaches in Teaching Difference With Youth . LEARNing Landscapes, 13(1), 137-150. https://doi.org/10.36510/learnland.v13i1.1009