Performed Ethnography: The Pedagogical Potential of Research-Informed Theatre
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, q...
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| Format: | Article |
| Language: | English |
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UCL Press
2019-10-01
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| Series: | The London Journal of Canadian Studies |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.14324/111.444.ljcs.2019v34.0010 |
| _version_ | 1797896789687271424 |
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| author | Susan Billingham |
| author_facet | Susan Billingham |
| author_sort | Susan Billingham |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-10T07:47:17Z |
| format | Article |
| id | doaj.art-08bfcb8b375b42aba35e4480adb64555 |
| institution | Directory Open Access Journal |
| issn | 2397-0928 |
| language | English |
| last_indexed | 2024-04-10T07:47:17Z |
| publishDate | 2019-10-01 |
| publisher | UCL Press |
| record_format | Article |
| series | The London Journal of Canadian Studies |
| spelling | doaj.art-08bfcb8b375b42aba35e4480adb645552023-02-23T10:26:39ZengUCL PressThe London Journal of Canadian Studies2397-09282019-10-013420122610.14324/111.444.ljcs.2019v34.0010Performed Ethnography: The Pedagogical Potential of Research-Informed TheatreSusan BillinghamThis 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.https://uclpress.scienceopen.com/hosted-document?doi=10.14324/111.444.ljcs.2019v34.0010 |
| spellingShingle | Susan Billingham Performed Ethnography: The Pedagogical Potential of Research-Informed Theatre The London Journal of Canadian Studies |
| title | Performed Ethnography: The Pedagogical Potential of Research-Informed Theatre |
| title_full | Performed Ethnography: The Pedagogical Potential of Research-Informed Theatre |
| title_fullStr | Performed Ethnography: The Pedagogical Potential of Research-Informed Theatre |
| title_full_unstemmed | Performed Ethnography: The Pedagogical Potential of Research-Informed Theatre |
| title_short | Performed Ethnography: The Pedagogical Potential of Research-Informed Theatre |
| title_sort | performed ethnography the pedagogical potential of research informed theatre |
| url | https://uclpress.scienceopen.com/hosted-document?doi=10.14324/111.444.ljcs.2019v34.0010 |
| work_keys_str_mv | AT susanbillingham performedethnographythepedagogicalpotentialofresearchinformedtheatre |