36
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Layering identities as artist, advocate, and theatre educator: reflecting beyond experiences

ORCID Icon & ORCID Icon
Received 07 Feb 2023, Accepted 18 Apr 2024, Published online: 03 May 2024

References

  • Avraamidou, L. (2014). Studying science teacher identity: Current insights and future research directions. Studies in Science Education, 50(2), 145–179. https://doi.org/10.1080/03057267.2014.937171
  • Avraamidou, L. (2018). Elementary science teacher identity as a lived experience: Small stories in narrative analysis. In P. Schutz, J. Hong, & D. C. Francis (Eds.), Research on teacher identity (pp. 145–155). Springer. https://doi.org/10.1007/978-3-319-93836-3_13
  • Avraamidou, L. (2019). Stories we live, identities we build: How are elementary teachers’ science identities shaped by their lived experiences? Cultural Studies of Science Education, 14(1), 33–59. https://doi.org/10.1007/s11422-017-9855-8
  • Baker, B. D. (2021). Educational inequality and school finance: Why money matters for America’s students. Harvard Education Press.
  • Barkhuizen, G. P. (2017). Language teacher identity research: An introduction. In G. P. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 1–11). Routledge. https://doi.org/10.4324/9781315643465
  • Barlow, W. D., & Irvine, D. (2022). Scotland’s youth theatre and drama sector. In S. Busby, K. Freebody, & C. Rajendran (Eds.), The Routledge companion to theatre and young people (pp. 119–131). Routledge. https://doi.org/10.4324/9781003149965
  • Beijaard, D., Meijer, P., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
  • Blair, R. (2015). Notes on empathy, cognitive neuroscience, and Theatre/Education. P-E-R-F-O-R-M-A-N-C-E, 2, 1101. https://www.p-e-r-f-o-r-m-a-n-c-e.org/?page_id=1101
  • Boal, A. (2005). Games for actors and non-actors. Routledge. https://doi.org/10.4324/9780203994818
  • Bolton, G. (2007). A history of drama education: A search for substance. In L. Bresler (Ed.), International handbook of research in arts education (pp. 45–66). Springer. https://doi.org/10.1007/978-1-4020-3052-9_4
  • Brown, K. (2014). The top ten reasons why theatre is still important in the twenty-first century. TCG circle. https://www.researchgate.net/publication/322581983
  • Chrismon, J., & Carter, A. W. (2023). The absence of trauma-informed practices in the high school production process: A qualitative study. Youth theatre journal, 37(1–2), 68–83. https://doi.org/10.1080/08929092.2023.2218719
  • Clarà, M. (2015). What is reflection? Looking for clarity in an ambiguous notion. Journal of Teacher Education, 66(3), 261–271. https://doi.org/10.1177/0022487114552028
  • Eca, T., Tasic, S. K., Leung, B. W., & Buck, R. (2023). World Alliance for Arts Education (WAAE) report for the development of the UNESCO framework for culture and arts education. https://www.waae.online/uploads/1/2/9/2/129270960/final_waae__unesco_survey_18_05.pdf
  • Elpus, K. (2022). Access to arts education in America: The availability of visual art, music, dance, and theater courses in US high schools. Arts Education Policy Review, 123(2), 50–69. https://doi.org/10.1080/10632913.2020.1773365
  • Eriksen, A., Larsen, A. B., & Leming, T. (2015). Acting and reflecting; making connections between theory and practice in teacher education. Reflective Practice, 16(1), 73–84. https://doi.org/10.1080/14623943.2014.969697
  • Eriksson, S. A., & Allern, T. H. (2022). Educational drama in Norway: From cultural expression to curriculum element. Applied Theatre Research, 10(2), 155–168. https://doi.org/10.1386/atr_00068_1
  • Fox, R. K., Dodman, S., & Holincheck, N. (2019). Moving beyond reflection in a hall of mirrors: Developing critical reflective capacity in teachers and teacher educators. Reflective Practice, 20(3), 367–382. https://doi.org/10.1080/14623943.2019.1617124
  • Fox, R., & Galluzzo, G. (2006). Summative portfolio assessment. In S. Castle & B. D. Shaklee (Eds.), Assessing teacher performance: Performance-based assessment in teacher education (pp. 151–173). Rowman & Littlefield Education.
  • Friedland, E. (2015). Image theatre as reflective practice in Teacher education. In In E. Vettraino & W. Linds (Eds.), Playing in a house of mirrors: Applied theatre as reflective practice (pp. pp. 229–240). Sense Publishers. https://doi.org/10.1007/978-94-6300-118-2_16
  • Galanti, T. M., & Holincheck, N. (2022). Beyond content and curriculum in elementary classrooms: Conceptualizing the cultivation of integrated STEM teacher identity. International Journal of STEM Education, 9(1), 1–10. https://doi.org/10.1186/s40594-022-00358-8
  • Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. Routledge. https://doi.org/10.4324/9781410609786-9
  • Gee, J. P. (2000). Chapter 3: Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. https://doi.org/10.3102/0091732X025001099
  • Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12(4), 436–445. https://doi.org/10.2307/798843
  • Goldstein, T. R., Young, D. L., & Thompson, B. N. (2020). It’s all critical: Acting teachers’ beliefs about theater classes. Frontiers in Psychology, 11, 775. https://doi.org/10.3389/fpsyg.2020.00775
  • Heathcote, D. (1991). Collected writings on education and drama. Northwestern University Press.
  • Heath, S. B., & Roach, A. (1999). Imaginative actuality. In S. B. Heath & A. Roach (Eds.), Champions of change: The impact of the arts on learning (pp. 19–34). Arts Education Partnership.
  • Holincheck, N. M., & Galanti, T. M. (2023). Applying a model of integrated STEM teacher identity to understand change in elementary teachers’ STEM self‐efficacy and career awareness. School Science and Mathematics, 123(6), 234–248. https://doi.org/10.1111/ssm.12610
  • hooks, B. (2014). Teaching to transgress. Routledge. https://doi.org/10.4324/9780203700280
  • International Drama/Theatre and Education Association [IDEA]. (2023). Vision: Advocacy and community exchange of projects/methods and more. https://www.waae.online/uploads/1/2/9/2/129270960/results_of_the_dialogue_sessions__2023_waae_summit_on_arts_education.pdf
  • Iverson, S. V., & Seher, C. (2014). Using theatre to change attitudes toward lesbian, gay, and bisexual students. Journal of LGBT Youth, 11(1), 40–61. https://doi.org/10.1080/19361653.2014.840765
  • Jiang, H., Wang, K., Wang, X., Lei, X., & Huang, Z. (2021). Understanding a STEM teacher’s emotions and professional identities: A three-year longitudinal case study. International Journal of STEM Education, 8(1), Article 51. https://doi.org/10.1186/s40594-021-00309-9
  • Johnes, R. (2017). Entries to arts subjects at key stage 4. Education Policy Institute. https://epi.org.uk/wp-content/uploads/2018/01/EPI-Entries-to-arts-KS4-1.pdf
  • Kolb, S. M. (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 83–86.
  • Korthagen, F. A. J. (2010). Teacher reflection: What it is and what it does. In E. G. Pultorak (Ed.), The purposes, practices, and professionalism of teacher reflectivity: Insights for twenty-first-century teachers and students (pp. 377–401). Rowman & Littlefield.
  • Lazarus, J. (2013). Signs of change: New directions in theatre education: Revised and amplified edition. Intellect Books.
  • Loest, T. (2019). A brave space for community: Bolstering K-12 theatre education for diversity, equity, and inclusion [ Master’s thesis]. Goucher College. http://hdl.handle.net/11603/13978
  • Logie, C. H., Dias, L. V., Jenkinson, J., Newman, P. A., MacKenzie, R. K., Mothopeng, T., Madau, V., Ranotsi, A., Nhlengethwa, W., & Baral, S. D. (2019). Exploring the potential of participatory theatre to reduce stigma and promote health equity for lesbian, gay, bisexual, and transgender (LGBT) people in Swaziland and Lesotho. Health Education & Behavior, 46(1), 146–156. https://doi.org/10.1177/1090198118760682
  • Lutovac, S., & Kaasila, R. (2018). Future directions in research on mathematics-related teacher identity. International Journal of Science and Mathematics Education, 16(4), 759–776. https://doi.org/10.1007/s10763-017-9796-4
  • McLauchlan, D. (2016). Factors of resilience in secondary school drama/theatre teachers. Youth Theatre Journal, 30(2), 171–183. https://doi.org/10.1080/08929092.2016.1225610
  • Middleton, G., & Dell’erba, M. (2022). Theatre counts: How theatre education transforms students’ lives. Arts Education Partnership. https://files.eric.ed.gov/fulltext/ED620366.pdf
  • Neelands, J., Belfiore, E., Firth, C., Hart, N., Perrin, L., Brock, S., & Woddis, J. (2015). Enriching Britain: Culture, creativity and growth. University of Warwick. https://warwick.ac.uk/research/warwickcommission/futureculture/finalreport/warwick_commission_final_report.pdf
  • Palmarini, J., & Wilkerson, C. (2022). Supporting theatre education through resources and policy. Arts Education Policy Review, 123(3), 153–159. https://doi.org/10.1080/10632913.2021.1931601
  • Saldaña, J. (2021). The coding manual for qualitative researchers. Sage.
  • Schön, D. (1983). The reflective practitioner. Basic Books.
  • Schonmann, S. (2009). The game veteran theatre teachers are playing: Anatomy of musings. Teachers & Teaching Theory & Practice, 15(4), 515–538. https://doi.org/10.1080/13540600903057278
  • Skott, J. (2019). Changing experiences of being, becoming, and belonging: Teachers’ professional identity revisited. International Journal on Mathematics Education, 51(3), 469–480. https://doi.org/10.1007/s11858-018-1008-3
  • Spolin, V. (1986). Theater games for the classroom: A teacher’s handbook. Northwestern University Press.
  • Spolin, V. (1999). Improvisation for the theater: A handbook of teaching and directing techniques. Northwestern University Press.
  • Spring, J. H. (2022). American education (20th ed.). Routledge Taylor & Francis Group.
  • Stanislavski, C. (1989). An actor prepares. Routledge. https://doi.org/10.4324/9780203827611
  • Statista. (2023). Share of children who participated in theatre and drama activities in the last year in England from 2008/09 to 2019/20, by age. https://www.statista.com/statistics/421005/childrens-theatre-activities-engagement-england-uk-by-age/
  • Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205–228. https://doi.org/10.1080/03626784.1977.11075533
  • Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21–44. https://doi.org/10.1207/s15327701jlie0401_2
  • Wales, P. (2009). Positioning the drama teacher: Exploring the power of identity in teaching practices. RiDE: The Journal of Applied Theatre and Performance, 14(2), 261–278. https://doi.org/10.1080/13569780902868911
  • Wenger, E. (2010). Conceptual tools for CoP’s as social learning systems: Boundaries, identity, trajectories and participation. In C. Blackmore (Ed.), Social systems and communities of practice (pp. 125–143). Springer. https://doi.org/10.1007/978-1-84996-133-2_8

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.