“More meaningful to do it than just reading it:” rehearsing praxis among Mexican-American/Latinx pre-service teachers

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6 Scopus citations

Abstract

This paper explores the potential use of drama-based pedagogical tools to prepare future bilingual teachers to respond to the need for advocacy inside and outside the classroom. Using their lived experiences and class material, 20 Mexican-American/Latinx bilingual pre-service teachers performed real-life narratives of conflict experienced by local seasoned bilingual teachers during a foundational class in a preparation program in the Southwest. Using Boal’s Forum Theater, these reenactments provided bilingual pre-service teachers with a context to develop assertiveness and positionality as a means to co-construct emergent bilingual advocate-teacher identities. This paper uses critical ethnography and critical discourse analysis of video-recorded reenactments of bilingual pre-service teachers, as well as interviews and reflections.

Original languageEnglish (US)
Pages (from-to)370-382
Number of pages13
JournalTeaching Education
Volume29
Issue number4
DOIs
StatePublished - Oct 2 2018

Keywords

  • Latinx
  • Pre-service teacher education
  • advocacy
  • bilingual
  • critical pedagogy
  • identity
  • performance

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