Open AccessThe Story of Drama Club: A Contemporary Counternarrative of a Transformative Culture of Teaching and Learning for Disenfranchised Black Youth in the School-to-Prison Pipeline
Author(s) -
Debra M. Pane
Publication year - 2015
Publication title -
multidisciplinary journal of educational research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.181
H-Index - 3
ISSN - 2014-2862
DOI - 10.17583/remie.2015.1522
Subject(s) - drama , club , transformative learning , pedagogy , ethnography , sociology , prison , critical race theory , psychology , gender studies , visual arts , art , racism , criminology , anthropology , medicine , anatomy
This study explored a contemporary counternarrative of Drama Club, a transformative culture of teaching and learning for disenfranchised Black youth who had been systematically funneled out of classrooms and into the school-to-prison pipeline. Auto/biographical and auto/ethnographical data were collected and assembled as a metaphor of the teachers’ and students’ experiences in Drama Club and their understanding of the teaching and learning process and of themselves within it. The collective story of Drama Club was analyzed through the lens of culturally responsive pedagogy theory and critical race theory in education. Implications for future research and teacher education that set out to impact disenfranchised students are included.