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Smallest Circles First
Exploring Teacher Reconciliatory Praxis Through Drama Education
Mindy R. Carter (Author)
9781487523831
Paperback / softback, published 8 August 2022
186 pages, 5 b&w illustrations, 3 b&w figures, 2 b&w tables
22.9 x 15.2 x 1.1 cm, 0.27 kg
Drawing from studies with pre- and in-service teachers in Quebec, Smallest Circles First looks at how teacher agency engages with the educational calls to action from Canada’s Truth and Reconciliation Commission. Using drama education and theatre, Smallest Circles First explores how the classroom can be used as a liminal educational site to participate in reconciliatory praxis. Smallest Circles First presents several arts-based educational research examples that illustrate how the arts provide a space for students, teachers, and communities to explore and learn about reconciliation praxis and responsibilities. By implementing arts-based counter-narratives set against settler Canadian history and geography, Smallest Circles First considers the implications of systemic racism, colonization, and political, social, and economic ramifications of governmental policies. Tangible examples from the book showcase how teachers and students can use the arts to learn specifically about their responsibilities in engaging with Canada’s Truth and Reconciliation Commission, in addition to how this work can still meet curricular learning outcomes.
Foreword by Tom Dearhouse 1.Starting with the Smallest Circles First 2. Walk a Mile in Someone Else’s Shoes: Situating Theories and Methods 3. We Start Here: Narratives, Vignettes, and Analysis 4. Weaving Together Understandings across Vignettes 5. Full circle Learning Responsibilities Appendices Glossary
Teacher Agency, Canada’s Truth and Reconciliation Commission, and the Arts Curriculum
Language, Culture, and Religion in Quebec Education
Are the Arts the Answer?
Vignettes
About This Book
Identity, Subjectivity, and Posthumanism
Arts-Based Educational Research (ABER)
Narrative Inquiry
Vignettes and Constant Comparison for Data Analysis
Making Sense of the Data, Saturation, and Validity
Narratives
Monologue: I’m Still Canadian, Dad!
Appropriation and Embodiment
Centring Oneself within a Community of Practice
Discussion
Theme 1: Risk and Learning as Rupture
Theme 2: Belonging
Theme 3: Counter-narratives
Unfolding’s
Towards an Instructional Model for Belonging and Becoming by Learning through/with Drama
New Directions: Learning beyond the arts
Coming full Circle
Appendix 1: Sing the Brave Song: This Isn’t Over!
Appendix 2: Reconciliation!
Appendix 3: Monologue: I’m Still Canadian, Dad!
References