Shifting identities, literacy, and a/r/t/ography: Exploring an educational theatre company

Authors

  • Kari-Lynn Winters
  • George Belliveau
  • Lori Sherritt-Fleming

DOI:

https://doi.org/10.20360/G2TG61

Keywords:

theatre, literacy, identity

Abstract

This article explores an emerging educational theatre company in Vancouver, British Columbia by investigating how the creators embrace their multiple roles as artists, researchers, and teachers
in their effort to promote literacy in schools. The authors begin by exploring notions of identity within an a/r/tographic framework. They then define their understanding and usage of
a/r/tography—a practitioner-based methodology that emphasizes living inquiry and reflective practice. They conclude with a dramatized dialogue about the process of researching, creating, and producing two touring theatre shows about literacy for young children. Using a/r/tography as a methodology allowed the authors of this paper to observe and pay close attention to the research data while still honoring the creative process of making theatre.

Author Biographies

Kari-Lynn Winters

University of British Columbia

George Belliveau

University of British Columbia

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Published

2011-01-17

How to Cite

Winters, K.-L., Belliveau, G., & Sherritt-Fleming, L. (2011). Shifting identities, literacy, and a/r/t/ography: Exploring an educational theatre company. Language and Literacy, 11(1). https://doi.org/10.20360/G2TG61

Issue

Section

Articles