Joyous Exploration: Drama-Based Pedagogy for Fostering Critical Literacy

References

1. Abdelmonem, M., & Karawia, S. (2024) Classroom communications post pandemic: A case study. Humanities and Social Sciences Communications, 11, Article 728. https://doi.org/10.1057/s41599-024-03171-6
   [Google Scholar]
2. Barker, L. M. (2016) Invoking Viola Spolin: Improvisational theater, side-coaching, and leading discussion. English Journal, 105(5), 23–28. https://doi.org/10.58680/ej201628533
   [Google Scholar]
3. Boal, A. (1985) Theatre of the oppressed. Theatre Communications Group.
   [Google Scholar]
4. Boal, A. (1992) Games for actors and non-actors. Routledge.
   [Google Scholar]
5. Bryer, T., Pitfield, M., & Coles, J. (2024) Drama at the heart of English: Transforming practice in the secondary classroom. Routledge.
   [Google Scholar]
6. Cortés-Albornoz, M. C., Ramírez-Guerrero, S., García-Guáqueta, D. P., Vélez-Van-Meerbeke, A., & Talero-Gutiérrez, C. (2023) Effects of remote learning during COVID-19 lockdown on children’s learning abilities and school performance: A systematic review. International Journal of Educational Development, 101, Article 102835. https://doi.org/10.1016/j.ijedudev.2023.102835
   [Google Scholar]
7. Dawson, K., & Lee, B. K. (2018) Drama-based pedagogy: Activating learning across the curriculum. Intellect Books.
   [Google Scholar]
8. Dunn, J., & Jones, A. (2022) Dramatic approaches in the English classroom. In McAvoy M. & O’Connor P. (Eds.), The Routledge companion to drama in education (pp. 310–323). Taylor & Francis.
   [Google Scholar]
9. Freire, P. (1983) The importance of the act of reading (L. Slover, Trans.). Journal of Education, 165(1), 5–11. https://doi.org/10.1177/002205748316500103
   [Google Scholar]
10. Heathcote, D., & Bolton, G. (1994) Drama for learning: Dorothy Heathcote’s mantle of the expert approach to education. Heinemann.
    [Google Scholar]
11. Johnson, J. W. (n.d.). Lift every voice and sing. Poetry Foundation. https://www.poetryfoundation.org/poems/46549/lift-every-voice-and-sing (Original work published 1900)
    [Google Scholar]
12. Larsen, N. (1929) Passing. A. A. Knopf.
    [Google Scholar]
13. Luke, A. (2014) Defining critical literacy. In Pandya J. Z. & Ávila J. (Eds.), Moving critical literacies forward: A new look at praxis across contexts (pp. 19–31). Routledge.
    [Google Scholar]
14. McLaren, P. (2000) Paulo Freire’s pedagogy of possibility. In Steiner S., Krank H. M., McLaren P., & Bahruth R. E. (Eds.), Freireian pedagogy, praxis, and possibilities: Projects for the new millennium (pp. 1–22). Falmer Press.
    [Google Scholar]
15. Morrell, E. (2008) Critical literacy and urban youth: Pedagogies of access, dissent, and liberation. Routledge.
    [Google Scholar]
16. Muhammad, G. (2023) Unearthing joy: A guide to culturally and historically responsive teaching and learning. Scholastic.
    [Google Scholar]
17. Multicultural Student Affairs (2020, July9). The “I” in identity series: Identity wheel self reflection. Northwestern University. https://sites.northwestern.edu/msaatnu/2020/07/09/the-i-in-identity-series-identity-wheel-self-reflection/
    [Google Scholar]
18. National Center for Education Statistics (2022, July6). More than 80 percent of US public schools report pandemic has negatively impacted student behavior and socio-emotional development [Press release]. Institute of Education Sciences. https://nces.ed.gov/whatsnew/press_releases/07_06_2022.asp
    [Google Scholar]
19. National Council of Teachers of English (2020, August5). Drama-based literacies. https://ncte.org/statement/drama-based-literacies/
    [Google Scholar]
20. Neelands, J. (2009) Acting together: Ensemble as a democratic process in art and life. Research in Drama Education, 14(2), 173–189. https://doi.org/10.1080/13569780902868713
    [Google Scholar]
21. O’Neill, C. (1995) Drama worlds: A framework for process drama. Heinemann.
    [Google Scholar]
22. Reimers, F. M. (2022) Learning from a pandemic. The impact of COVID-19 on education around the world. In Reimers F. M. (Ed.), Primary and secondary education during COVID-19: Disruptions to educational opportunity during a pandemic (1st ed., pp. 1–37). Springer Nature.
    [Google Scholar]
23. Rohd, M. (1998) Theatre for community, conflict, and dialogue: The Hope Is Vital training manual. Heinemann.
    [Google Scholar]
24. Saunders, J. N. R. (2019) Dramatic interventions: A multi-site case study analysis of student outcomes in the school drama program [Unpublished doctoral dissertation]. University of Sydney.
    [Google Scholar]
25. Schmidt, R., Armstrong, L., & Everett, T. (2007) Teacher resistance to critical conversation: Exploring why teachers avoid difficult topics in their classrooms. The NERA Journal, 43(2), 49–55.
    [Google Scholar]
26. Spolin, V. (1999) Improvisation for the theatre (3rd ed). Northwestern University Press.
    [Google Scholar]
27. van de Water, M., McAvoy, M., & Hunt, K. (2015) Drama and education: Performance and methodologies for teaching and learning. Routledge.
    [Google Scholar]
28. Vasquez, V. M., Janks, H., & Comber, B. (2019) Critical literacy as a way of being and doing. Language Arts, 96(5), 300–311. https://doi.org/10.58680/la201930093
    [Google Scholar]
29. Waisanen, D. J., & Reynolds, R. A. (2008) Side-coaching the public speech: Toward improvisational delivery adjustments in the moment. Communication Teacher, 22(1), 18–21. https://doi.org/10.1080/17404620801926917
    [Google Scholar]