We might play different parts: theatrical improvisation and anti-racist pedagogy. Issue 4 (2nd October 2018)

• Record Type: Journal Article
• Authors: Tanner, Samuel Jaye; Miller, Erin T.; Montgomery, Shannon
• Is Part Of: Research in drama education. Volume 23:Issue 4(2018)
• Page Start: 523
• Page End: 538
• Publication Date: 2018-10-02
• Subjects: Improvisation -- critical whiteness studies -- critical whiteness pedagogy -- critical race theory -- critical literacy; Drama in education -- Periodicals; Drama -- Study and teaching -- Periodicals; 792.071
• DOI: 10.1080/13569783.2018.1494557
• Languages: English
• ISSNs: 1356-9783

Abstract

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.