자료유형  

 학위논문

Control Number  

0017163221

International Standard Book Number  

9798384013747

Dewey Decimal Classification Number  

375

Main Entry-Personal Name  

Steckbeck, Caitlyn.

Publication, Distribution, etc. (Imprint  

[S.l.] : Indiana University., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

166 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-02, Section: A.

General Note  

Advisor: Weltsek, Gustave.

Dissertation Note  

Thesis (Ph.D.)--Indiana University, 2024.

Summary, Etc.  

요약When researching the field of theatre education, one can find many contemporary examples of how theatre has impacted groups of students outside of the United States or within non-White communities in the United States. Little exists, however, about the impact of Theatre Education specifically upon White students within the United States as Whiteness has been historically simply accepted as the norm instead of specifically studied. There is even less research on how theatre may inform White students' ideals of social justice. In this study I wonder how theatre may encourage White students to engage with social justice issues through the use of culturally relevant pedagogy. I also reflect on how my understanding of myself as a White woman, who strives for culturally relevant pedagogy within my classroom, influences my students' experiences within theatre (Ladson-Billings, 1995). Through this study, I asked White students how they saw themselves within theatre and social justice. I did this as a way to more fully understand how my own complex identity informed my pedagogy and how I thought that my praxis informed the students' sense of social justice. In this study, I share my work with fifteen of my current White high school students who reflected on their experiences and opinions of my theatre classes and after-school program through recorded videos centered around eight discussion questions. We then came together as a whole group to participate in a Socratic Seminar where they further shared their thoughts and opinions with each other regarding social justice and theatre.During this study, I critically reflected on my own high school theatre experiences from the predominantly Black high school from which I graduated. I compared my initial understanding of social justice in theatre from my experiences to my White students' perspectives and present-day understandings of social justice principles. I also share how those life experiences arise in my pedagogy and praxis and ultimately inform the students already critical perspectives.In conclusion, I share that even though I had authentic diverse experiences as a high school student due to my school's demographics, my current White students are more equipped to handle social justice issues compared to me when I was their age as they have stronger understandings of concepts such as White privilege, oppression, racially appropriate casting in theatre, and the importance of culturally relevant pedagogy within all classes.

Subject Added Entry-Topical Term  

Curriculum development.

Subject Added Entry-Topical Term  

Education.

Subject Added Entry-Topical Term  

Theater.

Subject Added Entry-Topical Term  

Performing arts education.

Index Term-Uncontrolled  

Theatre education

Index Term-Uncontrolled  

High school

Index Term-Uncontrolled  

Self-reflective

Index Term-Uncontrolled  

Social justice issues

Index Term-Uncontrolled  

White students

Added Entry-Corporate Name  

Indiana University School of Education

Host Item Entry  

Dissertations Abstracts International. 86-02A.

Electronic Location and Access  

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Control Number  

joongbu:654562