The Power and Possibilities for Understanding Teaching in these Times with Ethnodramatic Inquiries into Teacher Stories: Two Reviews

Autores/as

DOI:

https://doi.org/10.18432/R2G59F

Palabras clave:

ethnodrama, practitioner inquiry, art-based research, teacher education, educational policy

Resumen

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.

Biografía del autor/a

Sarah Reed Hobson, SUNY Cortland

Dr. Sarah Reed Hobson is an Assistant Professor in Adolescence English Education at The State University of New York at Cortland. She received her Ph.D. in Reading, Writing, and Literacy from the Graduate School of Education at the University of Pennsylvania. While completing her doctorate, she designed, implemented, and researched a number of in-school, content-specific elective classes utilizing drama, playwriting, and ethnodrama. She has expanded her implementation and research with a recent after-school program in St. Louis, introducing junior and senior high school students to ethnodramatic filmmaking.

Citas

Works Cited

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.

Cover art by Judy Schavrien The People Cry Out, iPad print, scalable You may find Schavrien's art and writing at www.jesart.net

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Publicado

2016-07-16

Cómo citar

Hobson, S. R. (2016). The Power and Possibilities for Understanding Teaching in these Times with Ethnodramatic Inquiries into Teacher Stories: Two Reviews. Art/Research/International:/A/Transdisciplinary/Journal, 1(1), 302–314. https://doi.org/10.18432/R2G59F

Número

Vol. 1 Núm. 1 (2016): Art/Research International: A Transdisciplinary Journal

Sección

Art/Research Reviews

Licencia

Derechos de autor 2016 Art/Research International: A Transdisciplinary Journal

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