Growing as Equity-Centered Teacher Educators Using Drama-Based Pedagogy: A Community of Practice
Emma S. Thacker, Joshua Rashon Streeter, Kara M. Kavanagh, Aaron BodleAbstract
In this chapter, we describe the theoretical and practical possibilities of Drama-Based Pedagogy (DBP; Dawson & Lee, 2018) to support ongoing equity-centered learning with the goal of improving preservice teacher preparation. To prepare educators in culturally relevant pedagogy, teacher education programs must intentionally model culturally relevant and sustaining pedagogies and praxis, not just teach about the theories. As university faculty, we formed a Community of Practice to support our collaborative and individual professional learning in DBP to strengthen our ability to prepare educators to teach for social justice. We share our process of learning about and honing how we model culturally relevant and sustaining pedagogies through DBP.