The Power and Possibilities for Understanding Teaching in these Times with Ethnodramatic Inquiries into Teacher Stories: Two Reviews
Keywords:ethnodrama, practitioner inquiry, art-based research, teacher education, educational policy
The following is a review and commentary on two of Charles Vanover’s ethnodramatic performances of the ethnographic interviews of two teachers. At two sessions at two educational conferences, Charles staged verbatim excerpts from each interview to open conversations with teacher educators about the challenges faced by two teachers in Chicago Public Schools. With this review, I explain the structuring behind each performance and the ensuing conversations about teacher challenges and needs in these times. I illuminate how educators can use ethnodramatic inquiries into teacher stories to deepen their understandings of teacher education and to re-write narratives that scapegoat teachers as the problem.
Hobson, S. (2012). Fostering critical literacy with high school students through ethnodrama. (Doctoral dissertation). Retrieved from ProQuest. AAI3509138
Lytle, S. L. & Cochran-Smith, M. (1992). Teacher research as a way of knowing. Harvard Educational Review, 62(4), 447-474.
Part, A. (1977). Fratres [Recorded by Rudolf Werthen & I Fiamminghi, the Orchestra of Flanders]. On Arvo Part Fratres [CD]. Beverly Hills, CA: Telarc.
Vanover, C. (2016). Inquiry theatre. Qualitative Inquiry, 22(4), 238-248.
Vanover, C. (2015). Listening to the silences: Stories of a teacher’s first year. [Performance and Discussion]. 36th Annual Ethnography in Educational Research Forum, Graduate School of Education, University of Pennsylvania, Philadelphia, PA.
Vanover, C. (2014). Goodbye to all that!: An accomplished teacher’s last year in the Chicago Public Schools. [Performance and Discussion]. 35th Annual Ethnography in Educational Research Forum, Graduate School of Education, University of Pennsylvania, Philadelphia, PA.
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