Page_201otherPerformed Ethnography: The Pedagogical Potential of Research-Informed Theatre. Issue 1 (14th November 2019)

• Record Type: Journal Article
• Authors: Billingham, Susan
• Is Part Of: London journal of Canadian studies. Volume 34:Issue 1(2019)
• Page Start: 201
• Page End: 226
• Publication Date: 2019-11-14
• Subjects: LGBTQ-inclusive education -- anti-homophobia education -- teacher training -- research-informed theatre -- Tara Goldstein; Canada -- Periodicals; Electronic journals; 971.005
• DOI: 10.14324/111.444.ljcs.2019v34.0010
• Languages: English
• ISSNs: 0267-2200

Abstract

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 whole-school pedagogies in the struggle to achieve genuinely inclusive education.