Skip to content
1981

f End Matter

image of End Matter
Preview this chapter:
Loading full text...

Full text loading...

/deliver/fulltext/9781835951880/9781835951729-bm01.html?itemId=/content/books/9781835951880.bm01&mimeType=html&fmt=ahah
/content/books/9781835951880.bm01
Loading

Data & Media loading...

References

  1. Cawthon, S. W. , & Dawson, K. (2009). Drama for schools: Impact of a drama-based professional development program on teacher self-efficacy and authentic instruction. Youth Theatre Journal, 23, 144161. https://doi.org/10.1080/08929090903281451
    [Google Scholar]
  2. Cawthon, S. W. , & Dawson, K. (2011). Drama-based instruction and educational research: Activating praxis in an interdisciplinary partnership. International Journal of Education and the Arts, 12(17), 122. http://www.ijea.org/v12n17/
    [Google Scholar]
  3. Cawthon, S. W. , Dawson, K. , & Ihorn, S. (2011). Activating student engagement through drama-based instruction. International Journal for Learning Through the Arts: A Research Journal on Arts Integration in Schools and Communities, 7(1), 131. http://escholarship.org/uc/item/6qc4b7pt
    [Google Scholar]
  4. Cawthon, S. W. , Dawson, K. , Ihorn, S. , & Judd-Glossy, L. (2012). Participatory research in an arts integration professional development program. Teacher Development: An International Journal of Teachers’ Professional Development, 16(2), 217234. http://dx.doi.org/10.1080/13664530.2012.688678
    [Google Scholar]
  5. Cawthon, S. W. , Dawson, K. , Ihorn, S. , & Judd-Glossy, L. (2017). Drama-based pedagogy in the visual arts: A visual arts teacher's action research journey. International Journal for Learning through the Arts, 13(1), 118. http://dx.doi.org/10.21977/D913118860
    [Google Scholar]
  6. Coleman, S. (2014). Theatre and citizenship: playbuilding with English language learner youth. In V. P. Lantz & A. Sweigart-Gallagher (Eds.), Nationalism and youth in theatre and performance (1st ed., pp. 150166). Routledge. https://doi.org/10.4324/9781315816890
    [Google Scholar]
  7. Dawson, K. (2013). The Austin experience. In Infoquest Pty Ltd. (Ed.), Creativity, arts, and learning conversation: Stimulating a culture of innovative learning (pp. 18). Government of South Australia.
    [Google Scholar]
  8. Dawson, K. (2015). My Alaskan education: From service to sustainability. In P. Duffy (Ed.), What was I thinking: A reflective practitioner's guide to (mis)adventures in drama education (pp. 139155). Intellect.
    [Google Scholar]
  9. Dawson, K. (2018). Performative embodiment as learning catalyst: Exploring the use of drama/theatre practices in an arts integration course for non-majors. In S. Burgoyne (Ed.), Creativity in theatre: 250Theory and action in drama/theatre education (pp. 7697). Springer. https://doi.org/10.1007/978-3-319-78928-6
    [Google Scholar]
  10. Dawson, K. (2018). Reflections on school change through the arts. In S. E. Woodson & T. Underiner (Eds.), Theatre, performance, change (pp. 5766). Palgrave.
    [Google Scholar]
  11. Dawson, K. (2021). Telling our own story: Using digital storytelling to transform education with Texan and Alaskan youth. In L. S. Brenner , C. Ceraso , & E. D. Cruz (Eds.), Applied theatre: Working with youth: Education, engagement, activism (v1, pp 49-53). Routledge.
    [Google Scholar]
  12. Dawson, K. (2023). Nailing Jell-O to the wall: Digital displacement and a pivot towards healing-centered engagement. In E. Piazzoli , R. Jacobs & G. Scally (Eds.) , Digital displacement: Re-inventing embodied practice online during the Covid-19 pandemic (pp. 139161). Palgrave. https://doi.org/10.1007/978-3-031-41586-9
    [Google Scholar]
  13. Dawson, K. , & Cawthon, S. W. (2022). Accessible for all: Drama-based pedagogy in an inclusive primary school. In M. McAvoy & P. O'Connor (Eds.), The Routledge companion to drama in education (Chap. 26). Routledge. https://doi.org/10.4324/9781003000914
    [Google Scholar]
  14. Dawson, K. , Cawthon, S. W. , & Baker, S. (2011). Drama for schools: Teacher change in an applied theatre professional development model. RiDE: The Journal of Applied Theatre and Performance, 16(3), 313335. http://dx.doi.org/10.1080/13569783.2011.589993
    [Google Scholar]
  15. Dawson, K. , Deckard, C , Cawthon, S. W. , & Loblein, H. (2018). Reflection-on-action plans: Considering systems alignment in the results of an arts-based professional learning intensive for classroom teachers. Youth Theatre Journal, 32(1), 7591. https://doi.org/10.1080/08929092.2017.1423145
    [Google Scholar]
  16. Donohue-Bergeler, D. (2018). Is the drama worth it? Foreign language graduate student instructors’ experiences with drama-based pedagogy [Dissertation, The University of Texas at Austin].
  17. Donohue-Bergeler, D. , Hanka, D. , & Goulet, C. (2023). Queer auf Deutsch: Positive classroom environment and LGBTQ+ inclusion through drama-based pedagogy in a collegiate beginner German course. Scenario Journal for Performative Teaching, Learning, Research, 17(2), 135165. https://doi.org/10.33178/scenario.17.2.8
    [Google Scholar]
  18. Donohue-Bergeler, D. , & Schallert, D. (revisions submitted). Modeling how graduate student instructors learn to teach German through drama-based pedagogy. Second Language Research & Practice, 6(1).
  19. Dossett, L. (2014). Sustaining learning through the arts : Capacity building through a trainer of trainers professional development model [Master's thesis, University of Texas at Austin].
  20. Garrett, R. (2024). “They can show you with their body”: Affect, embodiment and access to learning. Sport, Education and Society, 29(1), 113.
    [Google Scholar]
  21. Garrett, R. , Dawson, K. , & MacGill, B. (2023). Embodying culture and community through creative and body-based learning: New approaches to praxis and transformation. In L. I. Rigney (Ed.), Global perspectives and new challenges in culturally responsive pedagogy: Superdiversity and teaching practice (pp. 119–128). Routledge.
    [Google Scholar]
  22. Garrett, R. , Dawson, K. , Meiners, J. , & Wrench, A. (2019). Creative and body-based learning: Redesigning pedagogies in mathematics. Journal for Learning through the Arts, 14(1).251
    [Google Scholar]
  23. Garrett, R. , & MacGill, B. (2021). Fostering inclusion in school through creative and body-based learning. International Journal of Inclusive Education, 25(11), 12211235.
    [Google Scholar]
  24. Goodnight, K. (2023). Setting the stage: Designing effective professional development in improvisational drama techniques for foreign language teachers. Research in Drama Education: The Journal of Applied Theatre and Performance. Routledge. 28(4), 613634. https//:doi.org/10.1080/13569783.2022.2154143
    [Google Scholar]
  25. Lee, B. K. , Cawthon, S. W. , & Dawson, K. (2013). Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in a drama-based professional development program. Teaching and Teacher Education, 30, 8498. https://doi.org/10.1016/j.tate.2012.10.010 [Accessed 3 April 2025].
    [Google Scholar]
  26. Lee, B. K. , Dawson, K. , & Cawthon, S. W. (2016). What happens when the master is also the apprentice in a cognitive apprenticeship? An exploratory qualitative analysis of MFA graduate students in an applied theatre professional development program. International Journal of Teaching and Learning in Higher Education, 28(3), 347360. https://eric.ed.gov/?id=EJ1125091 [Accessed 3 April 2025].
    [Google Scholar]
  27. Lee, B. K. , Enciso, P. , & Brown, M. (2020). The effect of drama-based pedagogies on K-12 literacy related outcomes: A meta-analysis of 30 years of research. Funded by the National Endowment for the Arts. International Journal of Education and the Arts, 21(1), 131. https://eric.ed.gov/?id=EJ1275486 [Accessed 3rd April 2025].
    [Google Scholar]
  28. Lee, B. K. , Patall, E. , Cawthon, S. W. , & Steingut, R. (2015). The effect of drama-based pedagogy on prek–16 outcomes: A meta-analysis of research from 1985 to 2012. Review of Educational Research, 85(1), 349. https://doi.org/10.3102/0034654314540477
    [Google Scholar]
  29. Lee, B. K. , & Dawson, K. (2023). Drama-based pedagogy. In L. M. Barker , D. Gorlewski , & C. M. Miller (Eds.), Encyclopedia of English language arts education (pp. 8797). Brill.
    [Google Scholar]
  30. Lewis, Y. P. , & Mardirosian, G. H. (2018). Arts integration in education: Teachers and teaching artists as agents of change. Intellect.
    [Google Scholar]
  31. Link, B. (2021). Who holds the power? Students respond to Whiteness in the canon. Art Education, 74(5), 3237. https://doi.org/10.1080/00043125.2021.1928471
    [Google Scholar]
  32. Link, B. (2022). Art integration in teacher education: Aesthetic tools to foster critical reflection. Texas Education Review, 10(2), 3648. http://dx.doi.org/10.26153/tsw/41907
    [Google Scholar]
  33. Link, B. & Lewis, T. (2024). Toward an ethic of adjacency: Defining critical arts-based phenomenological breaching experiments. Qualitative Inquiry, 111 https://doi-org.libproxy.library.unt.edu/10.1177/10778004241246064
    [Google Scholar]
  34. Martin, N. (2013). Perspectives through play: Playbuilding as participatory action research in arts-based professional development [Master's thesis, University of Texas at Austin].
  35. McCartney, H. B. , Streeter, J. R. , & Bodle, A. T. (2020). Understanding culturally responsive play through drama-based pedagogy. In Cunningham, D. D. (Ed.), Professional and ethical considerations for early childhood leaders (pp. 287384). IGI Global.
    [Google Scholar]
  36. Rankin, J (2018). Let their body do the thinking: A case study of creative and body-based learning pedagogies in mathematics [Master's thesis, University of South Australia].252
  37. Rankin, J. , Garrett, R. , & MacGill, B. (2021). Critical encounters: Enacting social justice through creative and body-based learning. The Australian Educational Researcher, 48(2), 281302.
    [Google Scholar]
  38. Rigney, L. , Garrett, R. , Curry, M. , & MacGill, B. (2020). Culturally responsive pedagogy and mathematics through creative and body-based learning: Urban Aboriginal schooling. Education and Urban Society, 52(8), 11591180.
    [Google Scholar]
  39. Smith, L. (2017). Exchanging expertise: An arts-based professional learning model for artists and teachers. [Master's thesis, University of Texas at Austin.]
  40. Streeter, J. R. (2022). Humanizing the curriculum: Exploring the use of drama pedagogy in faculty development. In McAvoy, M. & O'Connor, P. (Eds.), The Routledge companion to drama and education (pp. 357363). Routledge.
    [Google Scholar]
  41. Streeter, J. R. , Kavanagh, K. M. , Thacker, E. S. , & Bodle, A. T. (2021). Town halls, Graffiti walls, and exploding atoms: Dialogue, engagement, and perspective-taking in online teacher education. The New Educator, 17(4), 415438.
    [Google Scholar]
  42. Tufenkjian, A. S. (2019). Reciprocity and transformative learning: Arts-based professional learning with students and teachers [Master's thesis, The University of Texas at Austin].
  43. Ulrich, C. A. (2012). The evidence-based drama practitioner: The design and implementation of a drama program for very young children with autism spectrum disorder and their parents [Master's thesis, The University of Texas at Austin].
  44. 257Acuff, J. B. (2015). Failure to operationalize: Investing in critical multicultural art education. Journal of Social Theory in Art Education, 35, 3043. https://scholarscompass.vcu.edu/jstae/vol35/iss1/4/ [Accessed 03/04/2025].
    [Google Scholar]
  45. Akom, A. A., Ginwright, S. A, & Cammarota, J. (2011). Youthtopias: Towards a new paradigm of critical youth studies. Youth Media Reporter: The Professional Journal of the Youth Media Field, 2(4), 130. https://www.researchgate.net/publication/242094894_Youthtopias_Towards_a_New_Paradigm_of_Critical_Youth_Studies.
    [Google Scholar]
  46. Alden, D. (2001). Multicultural art educations’ illusion of equity. Journal of Social Theory in Art Education, 21, 2546. https://scholarscompass.vcu.edu/jstae/vol21/iss1 [Accessed 03/04/2025].
    [Google Scholar]
  47. Alrutz, M., & Hoare, L. (2020). Devising critically engaged theatre with youth: The performing justice project. Routledge.
    [Google Scholar]
  48. Anzaldúa, G. (Ed.). (1990). Making face, making soul/haciendo caras: Creative and critical perspectives by women of color. Aunt Lute Books.
    [Google Scholar]
  49. Anzaldúa, G. (2003). Speaking in tongues: A letter to Third World women writers. In G. Anzaldúa & C. Moraga (Eds.), Women writing resistance: Essays on Latin America and the Caribbean (pp. 7989). South End Press. https://doi.org/10.1215/9780822391272-008
    [Google Scholar]
  50. Anzaldúa, G. (2015). Light in the dark/Luz en lo oscuro: Rewriting identity, spirituality, reality (Ed.) A. L. Keating Duke University Press Books. https://doi.org/10.2307/j.ctv1220hmq
    [Google Scholar]
  51. Anzaldua, G., & Keating, A. (Eds). (2002). This bridge we call home: Radical visions for transformation. Routledge. https://doi.org/10.4324/9780203952962
    [Google Scholar]
  52. Arendt, H. (2013). The human condition. University of Chicago Press. https://doi.org/10.1017/S0003055400121628
    [Google Scholar]
  53. Armstrong, T. (2016). The power of the adolescent brain: Strategies for teaching middle and high school students. Association for Supervision and Curriculum Development (ASCD).
    [Google Scholar]
  54. Aukerman, M. (2013). Rereading comprehension pedagogies: Toward a dialogic teaching ethic that honors student sensemaking. Dialogic Pedagogy: An International Online Journal, 1, A1A31. https://doi.org/10.5195/dpj.2013.9
    [Google Scholar]
  55. Australian Curriculum, Assessment, and Reporting Authority. (2014). https://www.acara.edu.au/
  56. Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 1020. https://doi.org/10.1016/j.tate.2010.08.007258
    [Google Scholar]
  57. Bamford, A. (2006). The wow factor: Global research compendium on the impact of the arts in education. Waxmann Verlag.
    [Google Scholar]
  58. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. https://doi.org/10.4135/9781446221129.n6.
    [Google Scholar]
  59. Bauman, K. (2017). School enrollment of the Hispanic population: Two decades of growth. https://www.census.gov/newsroom/blogs/random-samplings/2017/08/school_enrollmentof.html
    [Google Scholar]
  60. Bell, L. (2007). Theoretical foundations for social justice education. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice (pp. 114). Routledge. https://doi.org/10.4324/9781003005759-2
    [Google Scholar]
  61. Bell, L. A., Desai, D., & Irani, K. (2013). Storytelling for social justice: Creating arts-based counterstories to resist racism. In M. S. Hanely, G. L. Sheppard, G. W. Noblit, & T. Barone (Eds.), Culturally relevant arts education for social justice (pp. 1525). Routledge. https://doi.org/10.4324/9781315101040
    [Google Scholar]
  62. Belliveau, G., & Lea, G. W. (Eds.). (2016). Research-based theatre: An artistic methodology. Intellect Books.
    [Google Scholar]
  63. Berdayes, V., Coffey, H., & Vasquez, M. (2004). Giving voice to critical consciousness: Latina educators’ pathways of professional development. American Educational Research Journal, 41(3), 635666. https://doi.org/10.33043/JSACP.5.3.1-24
    [Google Scholar]
  64. Berliner, D. C. (2006). Our impoverished view of educational research. Teachers College Record, 108(6), 949995.
    [Google Scholar]
  65. Bhabha, H. K. (1994). The location of culture. Routledge. https://doi.org/10.4324/9780203820551
    [Google Scholar]
  66. Biesta, G. (2009). Good education: What it is and why we need it (Inaugural Lecture). The Stirling Institute of Education, University of Stirling, Scotland. https://www.scribd.com/document/242597554/Biesta-2009-Good-Education-What-It-is-and-Why-We-Need-It
    [Google Scholar]
  67. Biesta, G. (2017). The rediscovery of teaching. Routledge. https://doi.org/10.4324/9781315617497
    [Google Scholar]
  68. Bishop, R. (2008). Te Kotahitanga: Kaupapa Māori in mainstream classrooms. In N. Denzin, Y. S. Lincoln, & L. T. Smith (Eds.), Handbook of critical and indigenious methodologies (pp. 439458). Sage Publications, Inc.
    [Google Scholar]
  69. Boggs, G. L. (2007), Seeds of change. Bill Moyers Journal, June 15, https://www.pbs.org/moyers/journal/blog/2007/06/seeds_of_change.html
    [Google Scholar]
  70. Britzman, D. P. (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56(4), 442456. https://doi.org/10.17763/HAER.56.4.MV28227614L44U66
    [Google Scholar]
  71. Britzman, D. P. (2006). Teacher education as uneven development: Toward a psychology of uncertainty. International Journal of Leadership in Education, 10(1), 112. https://doi.org/10.1080/13603120600934079
    [Google Scholar]
  72. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. https://doi.org/10.2307/j.ctv26071r6
    [Google Scholar]
  73. brown, a. m. (2017). Emergent strategy: Shaping change, changing worlds. AK Press.259
    [Google Scholar]
  74. Brown, K. D. (2020). I'm gonna let it shine: The continued legacy and promise of centering justice in teaching and curriculum (pp. 319), TeachingWorks Working Papers, 119. https://www.teachingworks.org/images/files/TeachingWorks_Brown.pdf
    [Google Scholar]
  75. Buffington, M. L. (2014). Power play: Rethinking roles in the art classroom. Art Education, 67(4), 612. https://doi.org/10.1080/00043125.2014.11519277
    [Google Scholar]
  76. Burnaford, G. (2014). Teaching artist handbook: Tools, techniques, and ideas to help any artist teach. : Nick Jaffe, Becca Barniskis, and Barbara Hackett Cox. Columbia College Chicago Press, 2013. Journal of Dance Education, 14(4), 154–155. https://doi.org/10.1080/15290824.2014.881240
    [Google Scholar]
  77. Burton, J., Horowitz, R., & Abeles, H. (1999). Learning in and through the arts: Curriculum implications. Teachers College, Columbia University. https://doi.org/10.2307/1320379
    [Google Scholar]
  78. Busby, S. (2022). Applied theatre: A pedagogy of utopia. Bloomsbury Publishing Plc.
    [Google Scholar]
  79. Butler, O. (1993). Parable of the sower. Grand Central Publishing.
    [Google Scholar]
  80. Cahmann-Taylor, M., & Souto-Manning, M. (2010). Teachers act up! Creating multicultural learning communities through theatre. Teachers College Press.
    [Google Scholar]
  81. Cammarota, J., & Fine, M. (2008). Revolutionizing education: Youth participatory action research in motion (1st ed.). Routledge. https://doi.org/10.4324/9780203932100
    [Google Scholar]
  82. Cannella, C. (2008). Faith in Process, Faith in People: Confronting Policies of Social Disinvestment with PAR as Pedagogy for Expansion. In M. Cammarota and M. Fine (Eds.), Revolutionizing Education: Youth Participatory Action Research in Motion (pp. 189212). Routledge. https://doi.org/10.4324/9780203932100
    [Google Scholar]
  83. Caraballo, M., & Soleimany, S. (2018). Teaching with heart: Poetry that speaks to the courage to teach. Jossey-Bass.
    [Google Scholar]
  84. Casas, M. (2008). Is the No Child Left Behind Act adversely impacting the academic performance of Latino students in the U.S.? Yes, indeed! Forum on Public Policy Online, 2008(2).
    [Google Scholar]
  85. Cawthon, S. W. (2006). National survey of accommodations and alternate assessments for students who are deaf or hard of hearing in the United States. Journal of Deaf Studies and Deaf Education, 11(3), 337–359. https://doi.org/10.1093/deafed/enj040
  86. Cawthon, S. W., & Dawson, K. (2009). Drama for schools: Impact of a drama-based professional development program on teacher self-efficacy and authentic instruction. Youth Theatre Journal, 23(2), 144161. https://doi.org/10.1080/08929090903281451
    [Google Scholar]
  87. Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73105. https://doi.org/10.1111/j.1756-8765.2008.01005.x
    [Google Scholar]
  88. Chin, C. (2013). Key dimensions of a multicultural art education curriculum. International Journal of Education & the Arts, 14(14), 128. http://www.ijea.org/v14n14/v14n14.pdf [Accessed 030425].
    [Google Scholar]
  89. Clandinin, D. J., & Connelly, F. M. (1996). Teachers’ professional knowledge landscapes: Teacher stories. Stories of teachers. School stories. Stories of schools. Educational Researcher, 25(3), 2430. https://doi.org/10.3102/0013189X025003024260
    [Google Scholar]
  90. Coleman, S. (2012). Theatre and citizenship: Playbuilding with English language learner youth [Master's thesis, The University of Texas at Austin]. UT Electronic Theses and Dissertations. http://hdl.handle.net/2152/ETD-UT-2012-05-5655
    [Google Scholar]
  91. Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 611, 3846.
    [Google Scholar]
  92. Collins, P.H. (2009). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge. https://doi.org/10.4324/9780203900055
    [Google Scholar]
  93. Cranton, P., & Carusetta, E. (2004). Perspectives on authenticity in teaching. Krieger Publishing Company. https://doi.org/10.1177/0741713604268894
    [Google Scholar]
  94. Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. SAGE Publications Inc. https://doi.org/10.4324/9781003115700
    [Google Scholar]
  95. Darder, A. (2012). Culture and power in the classroom: Educational foundations for the schooling of bicultural students. Routledge. https://doi.org/10.4324/9781315635347
    [Google Scholar]
  96. Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16, 523545. https://doi.org/10.1016/S0742-051X(00)00015-9
    [Google Scholar]
  97. Davis, J., & Behm, T. (1978). Terminology of drama/theatre with and for children: A redefinition. Children's Theatre Review, 27, 1011.
    [Google Scholar]
  98. Dawson, K., & Kelin, D. A. (Eds.). (2014). The reflexive teaching artist: Collected wisdom from the drama/theatre field. Intellect.
    [Google Scholar]
  99. Dawson, K., & Lee, B. K. (2018). Drama-based pedagogy: Activating learning across the curriculum. Intellect. https://doi.org/10.2307/j.ctv36xw0wt
    [Google Scholar]
  100. Deasy, R. J. (Ed.). (2002). Critical links: Learning in the arts and student academic and social development. Arts Education Partnership. https://www.aep-arts.org/wp-content/uploads/Critical-Links_-Learning-in-the-Arts-and-Student-Academic-and-Social-Development.pdf
    [Google Scholar]
  101. De Lissovoy, N. (2010). Staging the crisis: Teaching, capital, and the politics of the subject. Curriculum Inquiry, 40(3), 418435. https://doi.org/10.1111/j.1467-873X.2010.00491.x
    [Google Scholar]
  102. Deleuze, G. (2004). Difference and repetition (P. Patton, Trans.). A&C Black.
    [Google Scholar]
  103. Delpit, L. (1998). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Education Press. https://doi.org/10.17763/haer.58.3.c43481778r528qw4
    [Google Scholar]
  104. Denmead, T. (2019). The creative underclass: Youth, race, and the gentrifying city. Duke University Press. https://doi.org/10.1080/07352166.2021.2002649
    [Google Scholar]
  105. Department for Education and Child Development. (2017), TfEL pilot: Student voice whole school improvement tool: Student Learning Community (pp. 1–8). https://acleadersresource.sa.edu.au/wp-content/uploads/2018/05/DECD_TfEL-PILOT_Student-Learning-Community_download_web.pdf
  106. Department for Education and Child Development. (2018), Activating student voice-accelerating improvement: Student voice audit. (pp.1-9). https://acleadersresource.sa.edu.au/wp-content/uploads/2018/05/DECD_TfEL_PILOT_Student_voice_audit_web.pdf
  107. Desai, D. (2020). Educating for social change through art: A personal reckoning. Studies in Art Education, 61(1), 1023. https://doi.org/10.1080/00393541.2019.1699366261
    [Google Scholar]
  108. Desai, D., & Hamlin, J. (2010). Artists in the realm of historical methods: The sound, smell, and taste of history. In D. Desai, J. Hamlin, & R. Mattson (Eds.), History as art, art as history: Contemporary art and social studies education (pp. 4767). Routledge. https://doi.org/10.4324/9780203870303
    [Google Scholar]
  109. Desai, D., Hamlin, J., & Mattson, R. (2010). History as art, art as history: Contemporary art and social studies education. Routledge. https://doi.org/10.4324/9780203870303
    [Google Scholar]
  110. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Houghton Mifflin.
    [Google Scholar]
  111. Dewey, J. (1938). Experience and education. Macmillan Company. https://doi.org/10.1080/00131728609335764
    [Google Scholar]
  112. Dewhurst, M. (2018). Teachers bridging difference: Exploring identity with art. Harvard Education Press.
    [Google Scholar]
  113. DICE Consortium. (2010). The DICE has been cast: A DICE resource research findings and recommendations on educational theatre and drama. www.dramanetork.eu
  114. Donahue, D. M., & Stuart, J. B. (2010). Artful teaching: Integrating the arts for understanding across the curriculum, K-8. Teachers College Press. https://doi.org/10.5860/choice.48-2810
    [Google Scholar]
  115. Donohue-Bergeler, D. (2018). Is the drama worth it? Foreign language graduate student instructors’ experiences with drama-based pedagogy [Dissertation, The University of Texas at Austin].
  116. Donohue-Bergeler, D., Hanka, D., & Goulet, C. (2023). Queer auf Deutsch: Positive classroom environment and LGBTQ+ inclusion through drama-based pedagogy in a collegiate beginner German course. Scenario Journal for Performative Teaching, Learning, Research, 17(2), 135165. https://doi.org/10.33178/scenario.17.2.8
    [Google Scholar]
  117. Edmiston, B., & Towler-Evans, I. (2022). Humanizing education with dramatic inquiry: In dialogue with Dorothy Heathcote's transformative pedagogy (1st ed.). Routledge. https://doi.org/10.4324/9781003269465
    [Google Scholar]
  118. Edmiston, B., & Towler-Evans, I. (2023). Humanizing education with dramatic inquiry: In dialogue with Dorothy Heathcote's transformative pedagogy. Routledge. https://doi.org/10.4324/9781003269465
    [Google Scholar]
  119. Education, Audiovisual and Culture Executive Agency. Brussels. https://doi.org/10.2797/28436
  120. Eisner, E. W. (2008). “What Education Can Learn From the Arts” March 27, NAEA National Convention New Orleans, Louisiana. https://arteducators-prod.s3.amazonaws.com/documents/457/9849e879-1cb6-4734-9ce6-59242a3e027b.pdf?1452930634
  121. Eisner, E. W. (1998). The kind of schools we need: personal essays. Portsmouth, NH: Heinemann.
    [Google Scholar]
  122. Ellsworth, E. (2005). Places of learning: Media, architecture, pedagogy. Routledge. https://doi.org/10.4324/9780203020920
    [Google Scholar]
  123. Eurydice. (2009). Arts and cultural education at school in Europe. European Commission.
    [Google Scholar]
  124. Ewing, R. (2010). The arts and Australian education: Realising potential. ACER Press. https://research.acer.edu.au/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1020&context=aer
    [Google Scholar]
  125. Fanon, F. (1967). Black faces white masks. Grove Press. https://doi.org/10.4324/9780203020920262
    [Google Scholar]
  126. Farrell, T. S. C. (2012). Reflecting on reflective practice: (Re)visiting Dewey and Schön. TESOL Journal, 3(1), 716. TESOL International Association. Brock University. https://doi.org/10.1002/tesj.10
    [Google Scholar]
  127. Feiman-Nemser, S., & Buchmann, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87(1), 5365. https://doi.org/10.1177/016146818508700107
    [Google Scholar]
  128. Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2(2), 123141. https://doi.org/10.1080/0141192042000195236
    [Google Scholar]
  129. Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295311. https://doi.org/10.1080/0141192042000195236
    [Google Scholar]
  130. Fine, M. (2008). Revolutionizing education: Youth participatory action research in motion. Routledge. https://doi.org/10.4324/9780203932100
    [Google Scholar]
  131. Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. ASCD. https://doi.org/10.22158/grhe.v5n1p50
    [Google Scholar]
  132. Freedman, K., & Stuhr, P. (2004). Curriculum change for the 21st century: Visual culture in art education. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 815828). Routledge. https://doi.org/10.4324/9781410609939.CH36
    [Google Scholar]
  133. Freire, P. (1970). Pedagogy of the oppressed (M. B. Ramos, Trans.). Seabury Press. https://doi.org/10.1080/10714413.2019.1570789
    [Google Scholar]
  134. Freire, P. (1983). The importance of the act of reading. Journal of Education, 165(1), 511. https://doi.org/10.1177/002205748316500103
    [Google Scholar]
  135. Freire, P. (2014). Pedagogy of the oppressed: 30th anniversary edition. Bloomsbury Academic and Professional.
    [Google Scholar]
  136. Gannon, K. M. (2020). Radical hope: A teaching manifesto. West Virginia University Press. https://doi.org/10.5860/crl.82.3.458
    [Google Scholar]
  137. Garret, R., Dawson, K., & MacGill, B. (2023). Embodying culture and community through creative and body-based learning: New approaches to praxis and transformation. In L. I. Rigney (Ed.), Global perspectives and new challenges and perspectives on culturally responsive pedagogies: Superdiversity and teaching practice (pp. 119128). Palgrave. https://doi.org/10.4324/9781003335719
    [Google Scholar]
  138. Garrett, R., Dawson, K., Meiners, J., & Wrench, A. (2018). Creative and body-based learning: Redesigning pedagogies in mathematics. Journal for Learning Through the Arts, 14(1). https://doi.org/10.21977/D914136982
    [Google Scholar]
  139. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
    [Google Scholar]
  140. Ginwright, S. A. (2008). Collective radical imagination: Youth participatory action research and the art of emancipatory knowledge. In J. Cammarota & M. Fine (Eds.), Revolutionizing education: Youth participatory action research in motion (pp. 1322). Routledge.
    [Google Scholar]
  141. Ginwright, A. (2011). Hope, hope, healing, and care: Pushing the boundaries of civic engagement for African American youth. Liberal Education, 97(2). https://doi.org/10.00953997231180021263
    [Google Scholar]
  142. Ginwright, S. (2015). Radically healing Black Lives: A love note to justice. In M. Evans (Ed.), New directions in student leadership: Engagement and leadership for social and political change (pp 3344). Jossey Bass. 148. https://doi.org/10.1002/yd.20151
    [Google Scholar]
  143. Ginwright, S. (2018). The future of healing: Shifting from trauma informed care to healing centered engagement. Medium. https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c [Accessed 03/05/24].
  144. Ginwright, S. (2022). The four pivots: Reimagining justice, reimagining ourselves. North Atlantic Books. https://doi.org/10.18666/JNEL-2023-11864
    [Google Scholar]
  145. Ginwright, S., Noguera, P., & Commarota, J. (2006). Beyond resistance: Youth activism and community change. New democratic possibilities for policy and practice for America's youth. Routledge. https://doi.org/10.4324/9780203961001
    [Google Scholar]
  146. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine Publishing Company. https://doi.org/10.4324/9780203793206
    [Google Scholar]
  147. Gonzalez, J. (2013). Temporary stages II: Critically oriented drama education. Intellect. https://doi.org/10.2307/j.ctv36xw3g2
    [Google Scholar]
  148. Gonzalez, N., Moll, L. C., & Amanti, C. (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge. https://doi.org/10.4324/9781410613462
    [Google Scholar]
  149. Grande, S. (2015). Red pedagogy: Native American social and political thought. Rowman & Littlefield Publishers.
    [Google Scholar]
  150. Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. Jossey-Bass. https://doi.org/10.1080/14452294.2011.11649524
    [Google Scholar]
  151. Gulamhussein, A. (2013). “Teaching the teachers: Effective professional development in an era of high stakes accountability.” Center for Public Education.
  152. Gurnon, D., Voss-Andreae, J., & Stanley, J. (2013). Integrating art and science in undergraduate education. PLOS Biology, 11(2), e1001491. https://doi.org/10.1371/journal.pbio.1001491
    [Google Scholar]
  153. Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 512. https://doi.org/10.2307/1174780
    [Google Scholar]
  154. Guskey, T. R. (2000). Evaluating Professional Development. Corwin Press
    [Google Scholar]
  155. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8, 381391. https://doi.org/10.1080/135406002100000512
    [Google Scholar]
  156. Hall, S. (1993). Encoding, decoding. In S. During (Ed.), The cultural studies reader (pp. 477487). Routledge. https://doi.org/10.1515/9781474473231-005
    [Google Scholar]
  157. Hanawalt, C. & Hofsess, B. (2023). Reconceptualizing early career teacher mentoring as Reggioinspired: Insights from collaborative research with art teachers. Routledge.
    [Google Scholar]
  158. Harrisonburg City Public Schools (HCPS). (2024, October 15). Student Languages/Countries. https://www.harrisonburg.k12.va.us/files/user/1/file/HCPS-Student-Birth-Country-Home-Language-2024.pdf [Accessed 10/01/24].
  159. Heathcote, D. (2003). A vision possible: Dorothy Heathcote's commissions model of teaching. Drama Magazine, 11(1), 1625.264
    [Google Scholar]
  160. Hetland, L., Palmer, P., Seidel, S., Tishman, S., & Winner, E. (2009). The qualities of quality: Understanding excellence in arts education. Project Zero. https://pz.harvard.edu/sites/default/files/Understanding-Excellence-in-Arts-Education.pdf
    [Google Scholar]
  161. Hockly, N. (2000). Modeling and ‘cognitive apprenticeship’ in teacher education. ELT Journal, 54(2), 118125. https://doi.org/10.1093/elt/54.2.118.
    [Google Scholar]
  162. Hood, E. J., & Travis, S. (2023). Critical reflexive practice for art educators. Art Education, 76(1), 2831. https://doi-org.proxy.library.vcu.edu/10.1080/00043125.2022.2131201
    [Google Scholar]
  163. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge. https://doi.org/10.4324/9780203700280
    [Google Scholar]
  164. hooks, b. (1995). Art on my mind: Visual politics. The New Press.
    [Google Scholar]
  165. hooks, b. (2003). Teaching community: A pedagogy of hope. Routledge. https://doi.org/10.4324/9780203957769
    [Google Scholar]
  166. hooks, b. (2010). Teaching critical thinking: Practical wisdom. Routledge. https://doi.org/10.4324/9780203869192
    [Google Scholar]
  167. Huntington, S. (1993). Shadows on the Koyukuk: An Alaskan native's life along the river. Alaska Northwest Books. https://doi.org/10.1002/ece3.6751
    [Google Scholar]
  168. Illeris, K. (2017). Contemporary theories of learning: Learning theorists in their own words. Routledge. https://doi.org/10.4324/9781315147277
    [Google Scholar]
  169. Irvine, J. J. (2003). Educating Teachers for Diversity: Seeing with a Cultural Eye. New York: Teachers College Press.
    [Google Scholar]
  170. Ivinson, G. (2012). The body and pedagogy: Beyond absent, moving bodies in pedagogical practice. British Journal of Sociology of Education, 33(4), 489506.
    [Google Scholar]
  171. James Madison University. (2024, October 15). Facts and figures. James Madison University. https://www.jmu.edu/about/fact-and-figures.shtml
  172. Jefferson, M., & Anderson, M. (2017). Transforming schools: Creativity, critical reflection, communication, collaboration. Bloomsbury. urn:lcp:transformingscho0000jeff:epub:90cfa1dc-c992-4e66-aa48-7f7e973856e2
    [Google Scholar]
  173. Kaba, I. (2021). We do this ‘til we free us: Abolitionist organizing and transforming justice. Haymarket Books. https://doi.org/10.5860/crl.83.3.541
    [Google Scholar]
  174. Katz, C. (2001). On the grounds of globalization: A topography for feminist political engagement. Signs, 26(4), 12131234. http://www.jstor.org/stable/3175362. https://doi.org/10.1086/495653
    [Google Scholar]
  175. Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer Science and Business Media. https://doi.org/10.1007/978-981-4560-67-2
    [Google Scholar]
  176. Kennedy Center. (n.d.). What is arts integration? Explore the Kennedy Center's comprehensive definition. The Kennedy Center. https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/articles-and-how-tos/articles/collections/arts-integration-resources/what-is-arts-integration/265
  177. Kincheloe, J. L. (2008). Critical pedagogy primer. Peter Lang. https://doi.org/10.3726/978-1-4539-1455-7
    [Google Scholar]
  178. Klassen, R., Bong, M., Usher, E., Chong, W. H., Huan, V., Wong, I., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34, 6776. https://doi.org/10.1016/j.cedpsych.2008.08.001
    [Google Scholar]
  179. Knight, W. B. (2015). Culturally responsive teaching in art education. The International Journal of Arts Education, 13(1), 7089.
    [Google Scholar]
  180. Knowles, M. and Associates (1984). Andragogy in action: Applying modern principles of adult learning. Jossey-Bass.
    [Google Scholar]
  181. Kraehe, A. M., & Acuff, J. B. (2021). Race and art education. Davis Press. https://doi.org/10.1080/00393541.2023.2285212
    [Google Scholar]
  182. Kumashiro, K. K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 2553. https://doi.org/10.3102/00346543070001025
    [Google Scholar]
  183. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. Jossey-Bass Publishers. https://doi.org/10.14507/er.v0.1337
    [Google Scholar]
  184. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465491. https://doi.org/10.2307/1163320
    [Google Scholar]
  185. Ladson-Billings, G. (2022). The Dreamkeepers: Successful Teachers of African American Children (3rd ed.). Jossey-Bass.
    [Google Scholar]
  186. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
    [Google Scholar]
  187. Lawrence-Lightfoot, S. (1997). The art and science of portraiture. Wiley. https://doi.org/10.1177/1077800404270955
    [Google Scholar]
  188. Lazarus, J. (2012). Signs of change: New directions in theatre education (2nd ed.). Intellect. https://doi.org/10.1080/13569783.2014.895627
    [Google Scholar]
  189. Lee, B. K., Cawthon, S., & Dawson, K. (2013). Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in a drama-based professional development program. Teaching and Teacher Education, 30, 8498. https://doi.org/10.1016/j.tate.2012.10.010
    [Google Scholar]
  190. Lee, B. K., Patall, E., Cawthon, S., & Steingut, R. (2015). Meta-analysis of the effects of drama-based pedagogy on K-16 student outcomes since 1985. Review of Educational Research, 85, 349. https://doi.org/10.3102/0034654314540477
    [Google Scholar]
  191. Lee, B. K., Enciso, P., & Austin Theatre Alliance. (2017). The big glamorous monster (or Lady Gaga's adventures at sea): Improving student writing through dramatic approaches in schools. Journal of Literacy Research, 49(2), 157180. https://www.researchgate.net/publication/315546064_The_Big_Glamorous_Monster_or_Lady_Gaga's_Adventures_at_Sea_Improving_Student_Writing_Through_Dramatic_Approaches_in_Schools266
    [Google Scholar]
  192. Lee, G. (Director). (2013). American revolutionary: The evolution of Grace Lee Boggs [Film]. University of California Press.
    [Google Scholar]
  193. Lee, Y., Kinzie, M. B., & Whittaker, J. V. (2012). Impact of online support for teachers’ open-ended questioning in prek science activities. Teaching & Teacher Education, 28, 568577. http://dx.doi.org/10.1016/j.tate.2012.01.002
    [Google Scholar]
  194. Leonardo, Z. (2009). Race, whiteness, and education. Routledge. https://doi.org/10.4324/9780203880371
    [Google Scholar]
  195. Lewis, T. (2018). Art education and whiteness as style. In A. M. Kraehe, R. Gaztambide-Fernández, & B. S. Carpenter II (Eds.), The Palgrave handbook of race and the arts in education (pp. 303317). Palgrave MacMillan. https://doi.org/10.1007/978-3-319-65256-6
    [Google Scholar]
  196. Link, B. (2019). White lies: Unraveling whiteness in the elementary art curriculum. Journal of Cultural Research in Art Education, 36, 1128. https://doi.org/10.2458/jcrae.4808.
    [Google Scholar]
  197. Link, B. (2021). Who holds the power? Students respond to whiteness in the canon. Art Education, 74(5), 3237. https://doi.org/10.1080/00043125.2021.1928471
    [Google Scholar]
  198. Link, B. (2022). Art integration in teacher education: Aesthetic tools to foster critical reflection. Texas Education Review, 10(2), 3648. http://dx.doi.org/10.26153/tsw/41907
    [Google Scholar]
  199. Link, B. & Black, C. M. (2024) “Learning to listen to the pit in our stomachs: A call for vulnerability in art education,” Art Education, 77:6, 815, DOI:10.1080/00043125.2024.2382655
    [Google Scholar]
  200. Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press. https://doi.org/10.1080/09518398.2021.1885070
    [Google Scholar]
  201. MacGill, B. (2008). Aboriginal education workers in South Australia: Towards equality recognition of Indigenous ethics of care practices [PhD thesis, Flinders University, South Australia].
    [Google Scholar]
  202. Mansfield, K. C., Welton, A., & Halx, M. (2018). The student voice continuum from the “Listening to student voice,” Special Issue 1 Student Voice and School, The Journal of Ethical Educational Leadership, 1, 1027. http://edr-behaviour.co.uk/wp-content/uploads/2020/03/JEEL_Mansfield_Welton_Halx_2018.pdf
    [Google Scholar]
  203. Marken, S., & Agrawal, S. (2022). K-12 workers have highest burnout rate in U.S. Gallop. https://news.gallup.com/poll/393500/workers-highest-burnout-rate.aspx
  204. Marlowe, B. A., & Page, M. L. (2005). Creating and sustaining the constructivist classroom. Corwin Press. https://doi.org/10.34293/education.v7i4.600
    [Google Scholar]
  205. Martin, N. J., & Dawson, K. (2013). Perspectives through play: Playbuilding as participatory action research in arts-based professional development. University of Texas.
    [Google Scholar]
  206. Marx, S. (2006). Revealing the invisible: Confronting passive racism in teacher education. Routledge. https://doi.org/10.4324/9780203961537
    [Google Scholar]
  207. Massumi, B. (2002). Politics of Affect. Policy Press.
    [Google Scholar]
  208. McLaren, P. (2016). Life in schools: An introduction to critical pedagogy in the foundations of education. Routledge. https://doi.org/10.4324/9781315633640
    [Google Scholar]
  209. Mezirow, J. (1978). Perspective transformation. Adult Education Quarterly, 28, 100110. http://dx.doi.org/10.1177/074171367802800202
    [Google Scholar]
  210. Mezirow, J. (2000). Learning to think like an adult. Core concepts of transformation theory. In J. Mezirow & Associates (Eds.), Learning as transformation. Critical perspectives on a theory in progress (pp. 333). Jossey-Bass. https://doi.org/10.4018/978-1-5225-6086-9267
    [Google Scholar]
  211. Mezirow, J. (2009). Transformative learning theory. In J. Mezirow & E. W. Taylor (Eds.), Transformative learning in practice: Insights from community workplace, and higher education (pp. 1832). Jossey-Bass.
    [Google Scholar]
  212. Miller, C. (1992). Speech, language and the new curriculum. British Journal of Special Education, 19, 7173. https://doi.org/10.1111/j.1467-8578.1992.tb00413.x
    [Google Scholar]
  213. Mills, C. (2001). White ignorance. In S. Sullivan & N. Tuana (Eds.), Race and epistemologies of ignorance (pp. 1338). Statue University of New York Press. https://doi.org/10.4324/9781315867762
    [Google Scholar]
  214. Minor, C. (2019) We got this. Equity, access, and the quest to be who our students need us to be. Heinemann.
    [Google Scholar]
  215. Mitra, D. (2004). The significance of students: Can increasing ‘‘student voice’’ in schools lead to gains in youth development? Teachers College Record, 106(4), 651688. https://doi.org/10.1111/j.1467-9620.2004.00354.
    [Google Scholar]
  216. Mitra, D. L., & Gross, S. J. (2009). Increasing student voice in high school reform: Building partnerships, improving outcomes. Educational Management Administration and Leadership, 37(4), 522543. https://doi.org/10.1177/1741143209334577
    [Google Scholar]
  217. Morrell, E. (2008). Six summers of YPAR: Learning action, and change in urban education. In J. Cammarto & M. Fine (Eds.), Revolutionizing education: Youth participatory action research in motion (pp. 155175). Routledge.
    [Google Scholar]
  218. Morrell E. (2008a). Critical literacy and urban youth: Pedagogies of access, dissent, and liberation. Routledge. https://doi.org/10.1086/664738
    [Google Scholar]
  219. Morrell, E. (2008b). Six summers of YPAR: Learning, action, and change in urban communities. In J. Cammarota & M. Fine (Eds.), Revolutionizing education: Youth participatory action research in motion (pp. 155184). Routledge. https://doi.org/10.4324/9780203932100
    [Google Scholar]
  220. Munns, G., Sawyer, W., & Cole, B. (Eds.). (2013). Exemplary teachers of students in poverty. Routledge. https://doi.org/10.4324/9780203076408
    [Google Scholar]
  221. [Google Scholar]
  222. National Advocacy for Arts and Education (NAAE). (2009). The arts: Essential learning for all teachers. NAAE. www.ausdance.org.au/.../articles/the-artsessentioal-learning-for-all-teachers.pdf
    [Google Scholar]
  223. National Endowment for the Arts. (2024). Healing, bridging, thriving: A summit on arts and culture in our communities [Webinar]. Available from: https://www.youtube.com/watch?v=0s6cwDpZGg0
  224. Navarro, J. L., & Tudge, J. R. (2022, January 21). Technologizing Bronfenbrenner: Neo-ecological theory. Current Psychology, 117. https://doi.org/10.1007/s12144-022-02738-3
    [Google Scholar]
  225. Newmann, F., & Wehlage, G. (1995). Successful school restructuring. Association for Supervision and Curriculum Development. https://files.eric.ed.gov/fulltext/ED387925.pdf268
    [Google Scholar]
  226. Ngo, H. (2016). Racist habits: A phenomenological analysis of racism and the habitual body. Philosophy and Social Criticism, 42(9), 847872. https://doi.org/10.1177/0191453715623320
    [Google Scholar]
  227. Nicholson, H. (2002). The politics of trust: Drama education and the ethic of care. Research in Drama Education, 7(1): 8191. https://doi.org/10.1080/13569780120113157
    [Google Scholar]
  228. Nicholson, H. (2005). Applied drama: The gift of theatre. Palgrave Macmillian. https://doi.org/10.1017/S0266464X08240091
    [Google Scholar]
  229. No Child Left Behind Act of 2001, Pub. L. No. 107-110, § 101, 115 Stat. 1425 (2002).
  230. Noddings, N. (2002). Starting at home: Caring and social policy. University of California Press. https://doi.org/10.1525/9780520927568
    [Google Scholar]
  231. Norris, J. (2009). Playbuilding as qualitative research: A participatory arts-based approach. Left Coast Press Inc. https://doi.org/10.4324/9781315422497
    [Google Scholar]
  232. Oakes, J., Lipton, M., Anderson, L., & Stillman, J. (2013). Teaching to change the world (4th ed., pp. 2959). Paradigm. https://doi.org/10.4324/9781351263443
    [Google Scholar]
  233. O'Day, J., Goertz, M. E., & Floden, R. E. (1995, December). Building capacity for education reform. CPRE Policy Briefs. New Brunswick, NJ: Consortium for Policy Research in Education, Rutgers University.
    [Google Scholar]
  234. Omasta, M. (2012). A survey of school theatre. Teaching Theatre, 24(1), 828.
    [Google Scholar]
  235. O'Sullivan, E. (2002). The project and vision of transformative education. In E. O'Sullivan, A. Morrell, & M. A. O'Connor (Eds.), Expanding the boundaries of transformative learning: Essays on theory and praxis (pp. 112). Palgrave Macmillan. https://doi.org/10.1007/978-1-349-63550-4_1
    [Google Scholar]
  236. Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77
    [Google Scholar]
  237. Paris, D., & Alim, S. (2012). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press. https://doi.org/10.3102/0013189X12441244
    [Google Scholar]
  238. Paris, D., Hursh, D., & Choksi, A. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press. https://doi.org/10.1080/15595692.2019.1669016
    [Google Scholar]
  239. Piaget, J. (1973). Psychology and epistemology: Towards a theory of knowledge. Grossman. https://doi.org/10.1177/039219215300100105
    [Google Scholar]
  240. Picower, B. (2009). The unexamined whiteness of teaching: How White teachers maintain and enact dominant racial ideologies. Race Ethnicity and Education, 12(2), 197215. https://doi.org/10.1080/13613320902995475
    [Google Scholar]
  241. Piepzna-Samarasinha, L. L. (2022). Care work dreaming disability justice. Arsenal Pulp Press. https://doi.org/10.1080/09687599.2019.1648369
    [Google Scholar]
  242. Pieterse, N. (1995). White on Black: Images of Africa and Blacks in western popular culture. Yale University Press. https://doi.org/10.1086/adx.12.1.27948520
    [Google Scholar]
  243. Pinar, W. F., & Grumet, M. R. (1988). Socratic caesura and the theory-practice relationship. In W. F. Pinar (Ed.), Contemporary curriculum discourse (pp. 92100). Gorsuch Scarisbrick.269
    [Google Scholar]
  244. Podlozny, A. (2000). Strengthening verbal skills through the use of classroom drama: A clear link. Journal of Aesthetic Education, 34, 239276. https://doi.org/10.2307/3333644
    [Google Scholar]
  245. Potocky-Tripodi, M. (2002). Best practices for social work with refugees & immigrants. Columbia University Press.
    [Google Scholar]
  246. Powell, J., & Menedian, S. (2016). The problem of othering: Towards inclusiveness and belonging. Othering & Belonging, 1(1), 1440. https://www.otheringandbelonging.org/the-problem-of-othering/
    [Google Scholar]
  247. Prendergast, M. (2008). Teacher as performer: Unpacking a metaphor in performance theory and critical performative pedagogy. International Journal of Education and the Arts, 9(2), 119.
    [Google Scholar]
  248. Rabkin, N., & Redmond, R. (Eds.). (2004). Putting the arts in the picture: Reframing education in the 21st century. Columbia College Chicago Press.
    [Google Scholar]
  249. Ramsey, R. (2015). Analysis: Texas Schools, by the Numbers. Texas Tribune. https://www.texastribune.org/2015/07/13/analysis-texas-schools-numbers/
    [Google Scholar]
  250. Rancière, J. (1998). The ignorant schoolmaster: Five lessons in intellectual emancipation. Stanford University Press. https://doi.org/10.1080/00131857.2016.1200002.
    [Google Scholar]
  251. Rancière, J. (2011). Mute speech: Literature, critical theory, and politics. Columbia University Press. https://doi.org/10.7312/honn17716-012
    [Google Scholar]
  252. Rankin, J., McGill, B., & Garrett, R. (2020). Developing socially just practice through creative and body-based learning. The Australian Educational Researcher, 122. https://doi.org/10.1007/s13384-020-00389-6
    [Google Scholar]
  253. Reardon, S. F., Greenberg, E. H., Kalogrides, D., Shores, K. A., & Valentino, R. A. (2013). Left behind? The effect of no child left behind on academic achievement gaps. https://cepa.stanford.edu/sites/default/files/reardon%20et%20al%20nclb%20gaps%20paper%2012aug2013.pdf
  254. Rios, F., & Longoria, A. (2021). Creating a home in schools: Sustaining identities for Black, Indigenous, and Teachers of color. Teachers College Press.
    [Google Scholar]
  255. Ritchhart, R. (2015). Creating cultures of thinking: The 8 forces we must master to truly transform our schools. Wiley & Sons.
    [Google Scholar]
  256. Robinson, A. H. (2013). Arts integration and the success of disadvantaged students: A research evaluation. Arts Education Policy Review, 114(4), 191204. https://doi.org/10.1080/10632913.2013.826050
    [Google Scholar]
  257. Romano, A. (2018). Transformative learning: A review of the assessment tools. Journal of Transformative Learning, 5(1), 5370. https://doi.org/10.3390/proceedings1090911.
    [Google Scholar]
  258. Romero, A., Cammarota, J., Dominguez, K., Valdez, L., Ramirez, G., & Hernandez, L. (2008). “The opportunity if not the right to see”: The social justice education project. In J. Cammarto & M. Fine (Eds.), Revolutionizing education: Youth participatory action research in motion. Routledge. https://doi.org/10.4324/9780203932100
    [Google Scholar]
  259. Said, E. W. (1979). Orientalism. Random House. https://doi.org/10.1017/S0020743800031342
    [Google Scholar]
  260. Sandholtz, J. H., & Ringstaff, C. (2013). Assessing the impact of teacher professional development on science instruction in the early elementary grades in rural US schools. Professional Development in Education, 39(5), 678697. https://doi.org/10.1080/19415257.2012.751044270
    [Google Scholar]
  261. Sawyer, R. K. (2011). Structure and improvisation in creative teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511997105
    [Google Scholar]
  262. Scholz, U., Doña, B. G., Sud, S., & Schwarzer, R. (2002). Is general self-efficacy a universal construct? Psychometric findings from 25 countries. European Journal of Psychological Assessment, 18, 242251. https://doi.org/10.1027//1015-5759.18.3.242
    [Google Scholar]
  263. Schroeder-Arce, R. (2017). Beyond acknowledgement of whiteness: Teaching White theatre teachers to examine their racial identity. Youth Theatre Journal, 31(2), 105113. https://doi.org/10.1080/08929092.2017.1370757
    [Google Scholar]
  264. Seidl, B. L., & Conley, M. D. (2009). Research directions: (Re)writing new possibilities for teaching lives: Prospective teachers and multicultural apprenticeships. Language Arts, 87(2), 117126. http://www.jstor.org/stable/41483550. https://doi.org/10.58680/la20099003
    [Google Scholar]
  265. Seidl, B. L., & Hancock, S. D. (2011). Acquiring double images: White preservice teachers locating themselves in a raced world. Harvard Educational Review, 81(4), 687709. https://doi.org/10.17763/haer.81.4.u82638p82j0101x8
    [Google Scholar]
  266. Shujaa, M. J. (1994). Too much schooling, too little education: A paradox of Black life in White societies. Africa World Press, Inc. https://doi.org/10.2307/2967302
    [Google Scholar]
  267. [Google Scholar]
  268. Skilbeck, M., & Connell, H. (2004). Teachers for the future: The changing nature of society and related issues for the teaching workforce. MCEETYA. https://doi.org/10.1007/978-981-15-6667-7_2
    [Google Scholar]
  269. Sleeter, C. E. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562584. https://doi.org/10.1177/0042085911431472
    [Google Scholar]
  270. Smith, L. T. (1999). Decolonizing methodologies: Research and Indigenous peoples. Zed Books. https://doi.org/10.1080/09614524.2013.790946
    [Google Scholar]
  271. Snook, B., & Buck, R. (2014). Artists in schools: “kick starting” or “kicking out” dance from New Zealand classrooms. Journal of Dance Education, 14(1), 1826. https://doi.org/10.1080/15290824.2013.835052
    [Google Scholar]
  272. Sosa-Provencio, M., Sheahan, A., Desai, S., & Secatero, S. (2018). Tenets of body-soul rooted pedagogy: Teaching for critical consciousness, nourished resistance, and healing. Critical Studies in Education, 61, 118. https://doi.org/10.1080/17508487.2018.1445653.
    [Google Scholar]
  273. Stone, N. (2017). Dear Martin. Simon & Schuster Children's Books.
    [Google Scholar]
  274. Stovall, D. (2018). Are we ready for ‘school’ abolition?: Thoughts and practices of radical imaginary in education. Taboo: The Journal of Culture and Education, 17(1), 5161. https://doi.org/10.31390/taboo.17.1.06
    [Google Scholar]
  275. Streeter, J. R. (2020). Humanizing the curriculum: Exploring the use of drama pedagogy in faculty development. In M. McAvoy & P. O'Connor (Eds.), The Routledge companion to drama in education (pp. 357363). Routledge. https://doi.org/10.4324/9781003000914271
    [Google Scholar]
  276. Strike, K., & Posner, G. (1992). A revisionist theory of conceptual change. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of Science, cognitive psychology, and educational theory and practice (pp. 147176). State University of New York Press.
    [Google Scholar]
  277. Taylor, E. W. (2009). Fostering transformative learning: Exploring the interplay of self, identity, and learning in higher education. Jossey-Bass.
    [Google Scholar]
  278. Thorley, N. R., & Stofflett, R. T. (1996). Representation of the conceptual change model in science teacher education. Science Education, 80(3), 317399. https://doi.org/10.1002/(SICI)1098-237X(199606)80:3%3C317::AID-SCE3%3E3.0.CO;2-H
    [Google Scholar]
  279. Tisdell, E. J. (2003). Exploring spirituality and culture in adult and higher education. Jossey-Bass. https://doi.org/10.1353/csd.2003.0065
    [Google Scholar]
  280. Todd, S. (2014). Between body and spirit: The liminality of pedagogical relationships. Journal of Philosophy of Education, 48(2), 231245. https://doi.org/10.1111/1467-9752.12065
    [Google Scholar]
  281. Travis, S., Kraehe, A. M., Hood, E. J., & Lewis, T. E. (2018). Pedagogies in the flesh: Case studies on the embodiment of sociocultural difference in education. Palgrave MacMillan. https://doi.org/10.1007/978-3-319-59599-3
    [Google Scholar]
  282. Trouillot, M. (1995). Silencing the past: Power and the production of history. Beacon Press. https://doi.org/10.1086/ahr/102.2.426
    [Google Scholar]
  283. Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27(4), 751761. https://doi.org/10.1016/j.tate.2010.12.005
    [Google Scholar]
  284. Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 140. https://clas.osu.edu/sites/clas.osu.edu/files/Tuck%20and%20Yang%202012%20Decolonization%20is%20not%20a%20metaphor.pdf
    [Google Scholar]
  285. UNESCO. (2001). Learning the way of peace: A teachers’ guide to peace education. https://unesdoc.unesco.org/ark:/48223/pf0000125228
    [Google Scholar]
  286. UNESCO. (2005). Educating for creativity: Bringing the arts and culture into Asian education. https://unesdoc.unesco.org/ark:/48223/pf0000142086
    [Google Scholar]
  287. U.S. Department of Education. (2016). The state of racial diversity in the educator workforce. Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. https://files.eric.ed.gov/fulltext/ED571989.pdf
    [Google Scholar]
  288. Valde, G., & Kornestky, L. (2002). Transforming learning. NEA Higher Education Advocate, 19(3), 57. https://doi.org/10.1007/978-3-031-41586-9_8
    [Google Scholar]
  289. Valenzuela, A. (1999). Subtractive schooling: U.S. Mexican youth and the politics of caring. State University of New York Press. https://doi.org/10.1080/13670050208667759
    [Google Scholar]
  290. Van Manen, M. (1999). The practice of practice. In M. Lange, J. Olson, H. Hansen, & W. Bÿnder (Eds.), Changing schools/changing practices: Perspectives on educational reform and teacher professionalism. Garant.
    [Google Scholar]
  291. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4272
    [Google Scholar]
  292. Vygotsky, L. S. (2004). In R. W. Reiber & D. K. Robinson (Eds.), The essential Vygotsky. Kluwer Academic/Plenum Publishers. https://doi.org/10.1007/978-0-387-30600-1
    [Google Scholar]
  293. Walker, E., Tabone, C., & Weltsek, G. (2011). When achievement data meet drama and arts integration. Language Arts, 88(5), 365372. https://doi.org/10.58680/la201114932
    [Google Scholar]
  294. Walker, T. (2022). Survey: Alarming number of educators may soon leave the profession. National Education Association. https://www.nea.org/nea-today/all-news-articles/survey-alarming-number-educators-may-soon-leave-profession
    [Google Scholar]
  295. Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702739. https://doi.org/10.3102/0034654308330970
    [Google Scholar]
  296. Weiner, L. (2006). Challenging deficit thinking. Educational Leadership, 64(1), 4245. https://files.ascd.org/staticfiles/ascd/pdf/journals/ed_lead/el200609_weiner.pdf
    [Google Scholar]
  297. Westervelt, C., Reitz, G. and Dawson, K. (Producers), (2001), Growing Pains, informally published digital video developed in classroom project, Nodean, Alaska.
  298. wilson, g. (2019). Pre-service art education: Examining constructions of whiteness in/through visual culture. Journal of Cultural Research in Art Education, 36(1), 7389. https://doi.org/10.2458/jcrae.4942
    [Google Scholar]
  299. Wrigley, T., Thomson, P., & Lingard, B. (2012). Resources for changing schools: Ideas in and for practice. In T. Wrigley, P. Thomson, & B. Lingard (Eds.), Changing schools: Alternative ways to make a world of difference. Routledge. https://doi.org/10.4324/9780203818206
    [Google Scholar]
  300. Wynter, S. (1994). No humans involved: An open letter to my colleagues. Forum N. H. L.: Knowledge for the 21st Century, 1(1), 4271. https://doi.org/10.1177/1532708619880218
    [Google Scholar]
  301. Wynter, S. (2006). On how we mistook the map for the territory, and re-imprisoned ourselves in our unbearable wrongness of being, of desêtre: Black studies toward the human project. In L. R. Gordan & J. A. Gordan (Eds.), Not only the master's tools: African American studies in theory and practice (pp. 107169). Routledge. https://doi.org/10.4324/9781315633220
    [Google Scholar]
  302. Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 6991. https://doi.org/10.1080/1361332052000341006
    [Google Scholar]
  303. Zembylas, M. (2023). The decolonization of humanizing pedagogies in higher education: Implications for culturally responsive pedagogies. In L.-I. Rigney (Ed.), Global perspectives and new challenges and perspectives on culturally responsive pedagogies: Superdiversity and teaching practices (pp. 3649). Palgrave. https://doi.org/10.4324/9781003335719
    [Google Scholar]
  304. Zavala, M. (2013). What do we mean by decolonizing research strategies? Lessons from decolonizing, Indigenous research projects in New Zealand and Latin America. Decolonization: Indigeneity, Education & Society, 2(1), 5571. https://doi.org/10.1080/16549716.2018.1561175
    [Google Scholar]
  305. Zavala, M. (2015). From voicing to naming to re-humanization. In S. Totten (Ed.), The importance of teaching social issues: Our pedagogic creed (pp. 155165). Routledge. https://doi.org/10.4324/9781315765518
    [Google Scholar]
  306. Zurko, H., & Cayton, E. (2015). Creative learning initiative: Visual art module. https://www.austinisd.org/cli273

References

  1. Cawthon, S. W. , & Dawson, K. (2009). Drama for schools: Impact of a drama-based professional development program on teacher self-efficacy and authentic instruction. Youth Theatre Journal, 23, 144161. https://doi.org/10.1080/08929090903281451
    [Google Scholar]
  2. Cawthon, S. W. , & Dawson, K. (2011). Drama-based instruction and educational research: Activating praxis in an interdisciplinary partnership. International Journal of Education and the Arts, 12(17), 122. http://www.ijea.org/v12n17/
    [Google Scholar]
  3. Cawthon, S. W. , Dawson, K. , & Ihorn, S. (2011). Activating student engagement through drama-based instruction. International Journal for Learning Through the Arts: A Research Journal on Arts Integration in Schools and Communities, 7(1), 131. http://escholarship.org/uc/item/6qc4b7pt
    [Google Scholar]
  4. Cawthon, S. W. , Dawson, K. , Ihorn, S. , & Judd-Glossy, L. (2012). Participatory research in an arts integration professional development program. Teacher Development: An International Journal of Teachers’ Professional Development, 16(2), 217234. http://dx.doi.org/10.1080/13664530.2012.688678
    [Google Scholar]
  5. Cawthon, S. W. , Dawson, K. , Ihorn, S. , & Judd-Glossy, L. (2017). Drama-based pedagogy in the visual arts: A visual arts teacher's action research journey. International Journal for Learning through the Arts, 13(1), 118. http://dx.doi.org/10.21977/D913118860
    [Google Scholar]
  6. Coleman, S. (2014). Theatre and citizenship: playbuilding with English language learner youth. In V. P. Lantz & A. Sweigart-Gallagher (Eds.), Nationalism and youth in theatre and performance (1st ed., pp. 150166). Routledge. https://doi.org/10.4324/9781315816890
    [Google Scholar]
  7. Dawson, K. (2013). The Austin experience. In Infoquest Pty Ltd. (Ed.), Creativity, arts, and learning conversation: Stimulating a culture of innovative learning (pp. 18). Government of South Australia.
    [Google Scholar]
  8. Dawson, K. (2015). My Alaskan education: From service to sustainability. In P. Duffy (Ed.), What was I thinking: A reflective practitioner's guide to (mis)adventures in drama education (pp. 139155). Intellect.
    [Google Scholar]
  9. Dawson, K. (2018). Performative embodiment as learning catalyst: Exploring the use of drama/theatre practices in an arts integration course for non-majors. In S. Burgoyne (Ed.), Creativity in theatre: 250Theory and action in drama/theatre education (pp. 7697). Springer. https://doi.org/10.1007/978-3-319-78928-6
    [Google Scholar]
  10. Dawson, K. (2018). Reflections on school change through the arts. In S. E. Woodson & T. Underiner (Eds.), Theatre, performance, change (pp. 5766). Palgrave.
    [Google Scholar]
  11. Dawson, K. (2021). Telling our own story: Using digital storytelling to transform education with Texan and Alaskan youth. In L. S. Brenner , C. Ceraso , & E. D. Cruz (Eds.), Applied theatre: Working with youth: Education, engagement, activism (v1, pp 49-53). Routledge.
    [Google Scholar]
  12. Dawson, K. (2023). Nailing Jell-O to the wall: Digital displacement and a pivot towards healing-centered engagement. In E. Piazzoli , R. Jacobs & G. Scally (Eds.) , Digital displacement: Re-inventing embodied practice online during the Covid-19 pandemic (pp. 139161). Palgrave. https://doi.org/10.1007/978-3-031-41586-9
    [Google Scholar]
  13. Dawson, K. , & Cawthon, S. W. (2022). Accessible for all: Drama-based pedagogy in an inclusive primary school. In M. McAvoy & P. O'Connor (Eds.), The Routledge companion to drama in education (Chap. 26). Routledge. https://doi.org/10.4324/9781003000914
    [Google Scholar]
  14. Dawson, K. , Cawthon, S. W. , & Baker, S. (2011). Drama for schools: Teacher change in an applied theatre professional development model. RiDE: The Journal of Applied Theatre and Performance, 16(3), 313335. http://dx.doi.org/10.1080/13569783.2011.589993
    [Google Scholar]
  15. Dawson, K. , Deckard, C , Cawthon, S. W. , & Loblein, H. (2018). Reflection-on-action plans: Considering systems alignment in the results of an arts-based professional learning intensive for classroom teachers. Youth Theatre Journal, 32(1), 7591. https://doi.org/10.1080/08929092.2017.1423145
    [Google Scholar]
  16. Donohue-Bergeler, D. (2018). Is the drama worth it? Foreign language graduate student instructors’ experiences with drama-based pedagogy [Dissertation, The University of Texas at Austin].
  17. Donohue-Bergeler, D. , Hanka, D. , & Goulet, C. (2023). Queer auf Deutsch: Positive classroom environment and LGBTQ+ inclusion through drama-based pedagogy in a collegiate beginner German course. Scenario Journal for Performative Teaching, Learning, Research, 17(2), 135165. https://doi.org/10.33178/scenario.17.2.8
    [Google Scholar]
  18. Donohue-Bergeler, D. , & Schallert, D. (revisions submitted). Modeling how graduate student instructors learn to teach German through drama-based pedagogy. Second Language Research & Practice, 6(1).
  19. Dossett, L. (2014). Sustaining learning through the arts : Capacity building through a trainer of trainers professional development model [Master's thesis, University of Texas at Austin].
  20. Garrett, R. (2024). “They can show you with their body”: Affect, embodiment and access to learning. Sport, Education and Society, 29(1), 113.
    [Google Scholar]
  21. Garrett, R. , Dawson, K. , & MacGill, B. (2023). Embodying culture and community through creative and body-based learning: New approaches to praxis and transformation. In L. I. Rigney (Ed.), Global perspectives and new challenges in culturally responsive pedagogy: Superdiversity and teaching practice (pp. 119–128). Routledge.
    [Google Scholar]
  22. Garrett, R. , Dawson, K. , Meiners, J. , & Wrench, A. (2019). Creative and body-based learning: Redesigning pedagogies in mathematics. Journal for Learning through the Arts, 14(1).251
    [Google Scholar]
  23. Garrett, R. , & MacGill, B. (2021). Fostering inclusion in school through creative and body-based learning. International Journal of Inclusive Education, 25(11), 12211235.
    [Google Scholar]
  24. Goodnight, K. (2023). Setting the stage: Designing effective professional development in improvisational drama techniques for foreign language teachers. Research in Drama Education: The Journal of Applied Theatre and Performance. Routledge. 28(4), 613634. https//:doi.org/10.1080/13569783.2022.2154143
    [Google Scholar]
  25. Lee, B. K. , Cawthon, S. W. , & Dawson, K. (2013). Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in a drama-based professional development program. Teaching and Teacher Education, 30, 8498. https://doi.org/10.1016/j.tate.2012.10.010 [Accessed 3 April 2025].
    [Google Scholar]
  26. Lee, B. K. , Dawson, K. , & Cawthon, S. W. (2016). What happens when the master is also the apprentice in a cognitive apprenticeship? An exploratory qualitative analysis of MFA graduate students in an applied theatre professional development program. International Journal of Teaching and Learning in Higher Education, 28(3), 347360. https://eric.ed.gov/?id=EJ1125091 [Accessed 3 April 2025].
    [Google Scholar]
  27. Lee, B. K. , Enciso, P. , & Brown, M. (2020). The effect of drama-based pedagogies on K-12 literacy related outcomes: A meta-analysis of 30 years of research. Funded by the National Endowment for the Arts. International Journal of Education and the Arts, 21(1), 131. https://eric.ed.gov/?id=EJ1275486 [Accessed 3rd April 2025].
    [Google Scholar]
  28. Lee, B. K. , Patall, E. , Cawthon, S. W. , & Steingut, R. (2015). The effect of drama-based pedagogy on prek–16 outcomes: A meta-analysis of research from 1985 to 2012. Review of Educational Research, 85(1), 349. https://doi.org/10.3102/0034654314540477
    [Google Scholar]
  29. Lee, B. K. , & Dawson, K. (2023). Drama-based pedagogy. In L. M. Barker , D. Gorlewski , & C. M. Miller (Eds.), Encyclopedia of English language arts education (pp. 8797). Brill.
    [Google Scholar]
  30. Lewis, Y. P. , & Mardirosian, G. H. (2018). Arts integration in education: Teachers and teaching artists as agents of change. Intellect.
    [Google Scholar]
  31. Link, B. (2021). Who holds the power? Students respond to Whiteness in the canon. Art Education, 74(5), 3237. https://doi.org/10.1080/00043125.2021.1928471
    [Google Scholar]
  32. Link, B. (2022). Art integration in teacher education: Aesthetic tools to foster critical reflection. Texas Education Review, 10(2), 3648. http://dx.doi.org/10.26153/tsw/41907
    [Google Scholar]
  33. Link, B. & Lewis, T. (2024). Toward an ethic of adjacency: Defining critical arts-based phenomenological breaching experiments. Qualitative Inquiry, 111 https://doi-org.libproxy.library.unt.edu/10.1177/10778004241246064
    [Google Scholar]
  34. Martin, N. (2013). Perspectives through play: Playbuilding as participatory action research in arts-based professional development [Master's thesis, University of Texas at Austin].
  35. McCartney, H. B. , Streeter, J. R. , & Bodle, A. T. (2020). Understanding culturally responsive play through drama-based pedagogy. In Cunningham, D. D. (Ed.), Professional and ethical considerations for early childhood leaders (pp. 287384). IGI Global.
    [Google Scholar]
  36. Rankin, J (2018). Let their body do the thinking: A case study of creative and body-based learning pedagogies in mathematics [Master's thesis, University of South Australia].252
  37. Rankin, J. , Garrett, R. , & MacGill, B. (2021). Critical encounters: Enacting social justice through creative and body-based learning. The Australian Educational Researcher, 48(2), 281302.
    [Google Scholar]
  38. Rigney, L. , Garrett, R. , Curry, M. , & MacGill, B. (2020). Culturally responsive pedagogy and mathematics through creative and body-based learning: Urban Aboriginal schooling. Education and Urban Society, 52(8), 11591180.
    [Google Scholar]
  39. Smith, L. (2017). Exchanging expertise: An arts-based professional learning model for artists and teachers. [Master's thesis, University of Texas at Austin.]
  40. Streeter, J. R. (2022). Humanizing the curriculum: Exploring the use of drama pedagogy in faculty development. In McAvoy, M. & O'Connor, P. (Eds.), The Routledge companion to drama and education (pp. 357363). Routledge.
    [Google Scholar]
  41. Streeter, J. R. , Kavanagh, K. M. , Thacker, E. S. , & Bodle, A. T. (2021). Town halls, Graffiti walls, and exploding atoms: Dialogue, engagement, and perspective-taking in online teacher education. The New Educator, 17(4), 415438.
    [Google Scholar]
  42. Tufenkjian, A. S. (2019). Reciprocity and transformative learning: Arts-based professional learning with students and teachers [Master's thesis, The University of Texas at Austin].
  43. Ulrich, C. A. (2012). The evidence-based drama practitioner: The design and implementation of a drama program for very young children with autism spectrum disorder and their parents [Master's thesis, The University of Texas at Austin].
  44. 257Acuff, J. B. (2015). Failure to operationalize: Investing in critical multicultural art education. Journal of Social Theory in Art Education, 35, 3043. https://scholarscompass.vcu.edu/jstae/vol35/iss1/4/ [Accessed 03/04/2025].
    [Google Scholar]
  45. Akom, A. A., Ginwright, S. A, & Cammarota, J. (2011). Youthtopias: Towards a new paradigm of critical youth studies. Youth Media Reporter: The Professional Journal of the Youth Media Field, 2(4), 130. https://www.researchgate.net/publication/242094894_Youthtopias_Towards_a_New_Paradigm_of_Critical_Youth_Studies.
    [Google Scholar]
  46. Alden, D. (2001). Multicultural art educations’ illusion of equity. Journal of Social Theory in Art Education, 21, 2546. https://scholarscompass.vcu.edu/jstae/vol21/iss1 [Accessed 03/04/2025].
    [Google Scholar]
  47. Alrutz, M., & Hoare, L. (2020). Devising critically engaged theatre with youth: The performing justice project. Routledge.
    [Google Scholar]
  48. Anzaldúa, G. (Ed.). (1990). Making face, making soul/haciendo caras: Creative and critical perspectives by women of color. Aunt Lute Books.
    [Google Scholar]
  49. Anzaldúa, G. (2003). Speaking in tongues: A letter to Third World women writers. In G. Anzaldúa & C. Moraga (Eds.), Women writing resistance: Essays on Latin America and the Caribbean (pp. 7989). South End Press. https://doi.org/10.1215/9780822391272-008
    [Google Scholar]
  50. Anzaldúa, G. (2015). Light in the dark/Luz en lo oscuro: Rewriting identity, spirituality, reality (Ed.) A. L. Keating Duke University Press Books. https://doi.org/10.2307/j.ctv1220hmq
    [Google Scholar]
  51. Anzaldua, G., & Keating, A. (Eds). (2002). This bridge we call home: Radical visions for transformation. Routledge. https://doi.org/10.4324/9780203952962
    [Google Scholar]
  52. Arendt, H. (2013). The human condition. University of Chicago Press. https://doi.org/10.1017/S0003055400121628
    [Google Scholar]
  53. Armstrong, T. (2016). The power of the adolescent brain: Strategies for teaching middle and high school students. Association for Supervision and Curriculum Development (ASCD).
    [Google Scholar]
  54. Aukerman, M. (2013). Rereading comprehension pedagogies: Toward a dialogic teaching ethic that honors student sensemaking. Dialogic Pedagogy: An International Online Journal, 1, A1A31. https://doi.org/10.5195/dpj.2013.9
    [Google Scholar]
  55. Australian Curriculum, Assessment, and Reporting Authority. (2014). https://www.acara.edu.au/
  56. Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 1020. https://doi.org/10.1016/j.tate.2010.08.007258
    [Google Scholar]
  57. Bamford, A. (2006). The wow factor: Global research compendium on the impact of the arts in education. Waxmann Verlag.
    [Google Scholar]
  58. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. https://doi.org/10.4135/9781446221129.n6.
    [Google Scholar]
  59. Bauman, K. (2017). School enrollment of the Hispanic population: Two decades of growth. https://www.census.gov/newsroom/blogs/random-samplings/2017/08/school_enrollmentof.html
    [Google Scholar]
  60. Bell, L. (2007). Theoretical foundations for social justice education. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice (pp. 114). Routledge. https://doi.org/10.4324/9781003005759-2
    [Google Scholar]
  61. Bell, L. A., Desai, D., & Irani, K. (2013). Storytelling for social justice: Creating arts-based counterstories to resist racism. In M. S. Hanely, G. L. Sheppard, G. W. Noblit, & T. Barone (Eds.), Culturally relevant arts education for social justice (pp. 1525). Routledge. https://doi.org/10.4324/9781315101040
    [Google Scholar]
  62. Belliveau, G., & Lea, G. W. (Eds.). (2016). Research-based theatre: An artistic methodology. Intellect Books.
    [Google Scholar]
  63. Berdayes, V., Coffey, H., & Vasquez, M. (2004). Giving voice to critical consciousness: Latina educators’ pathways of professional development. American Educational Research Journal, 41(3), 635666. https://doi.org/10.33043/JSACP.5.3.1-24
    [Google Scholar]
  64. Berliner, D. C. (2006). Our impoverished view of educational research. Teachers College Record, 108(6), 949995.
    [Google Scholar]
  65. Bhabha, H. K. (1994). The location of culture. Routledge. https://doi.org/10.4324/9780203820551
    [Google Scholar]
  66. Biesta, G. (2009). Good education: What it is and why we need it (Inaugural Lecture). The Stirling Institute of Education, University of Stirling, Scotland. https://www.scribd.com/document/242597554/Biesta-2009-Good-Education-What-It-is-and-Why-We-Need-It
    [Google Scholar]
  67. Biesta, G. (2017). The rediscovery of teaching. Routledge. https://doi.org/10.4324/9781315617497
    [Google Scholar]
  68. Bishop, R. (2008). Te Kotahitanga: Kaupapa Māori in mainstream classrooms. In N. Denzin, Y. S. Lincoln, & L. T. Smith (Eds.), Handbook of critical and indigenious methodologies (pp. 439458). Sage Publications, Inc.
    [Google Scholar]
  69. Boggs, G. L. (2007), Seeds of change. Bill Moyers Journal, June 15, https://www.pbs.org/moyers/journal/blog/2007/06/seeds_of_change.html
    [Google Scholar]
  70. Britzman, D. P. (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56(4), 442456. https://doi.org/10.17763/HAER.56.4.MV28227614L44U66
    [Google Scholar]
  71. Britzman, D. P. (2006). Teacher education as uneven development: Toward a psychology of uncertainty. International Journal of Leadership in Education, 10(1), 112. https://doi.org/10.1080/13603120600934079
    [Google Scholar]
  72. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. https://doi.org/10.2307/j.ctv26071r6
    [Google Scholar]
  73. brown, a. m. (2017). Emergent strategy: Shaping change, changing worlds. AK Press.259
    [Google Scholar]
  74. Brown, K. D. (2020). I'm gonna let it shine: The continued legacy and promise of centering justice in teaching and curriculum (pp. 319), TeachingWorks Working Papers, 119. https://www.teachingworks.org/images/files/TeachingWorks_Brown.pdf
    [Google Scholar]
  75. Buffington, M. L. (2014). Power play: Rethinking roles in the art classroom. Art Education, 67(4), 612. https://doi.org/10.1080/00043125.2014.11519277
    [Google Scholar]
  76. Burnaford, G. (2014). Teaching artist handbook: Tools, techniques, and ideas to help any artist teach. : Nick Jaffe, Becca Barniskis, and Barbara Hackett Cox. Columbia College Chicago Press, 2013. Journal of Dance Education, 14(4), 154–155. https://doi.org/10.1080/15290824.2014.881240
    [Google Scholar]
  77. Burton, J., Horowitz, R., & Abeles, H. (1999). Learning in and through the arts: Curriculum implications. Teachers College, Columbia University. https://doi.org/10.2307/1320379
    [Google Scholar]
  78. Busby, S. (2022). Applied theatre: A pedagogy of utopia. Bloomsbury Publishing Plc.
    [Google Scholar]
  79. Butler, O. (1993). Parable of the sower. Grand Central Publishing.
    [Google Scholar]
  80. Cahmann-Taylor, M., & Souto-Manning, M. (2010). Teachers act up! Creating multicultural learning communities through theatre. Teachers College Press.
    [Google Scholar]
  81. Cammarota, J., & Fine, M. (2008). Revolutionizing education: Youth participatory action research in motion (1st ed.). Routledge. https://doi.org/10.4324/9780203932100
    [Google Scholar]
  82. Cannella, C. (2008). Faith in Process, Faith in People: Confronting Policies of Social Disinvestment with PAR as Pedagogy for Expansion. In M. Cammarota and M. Fine (Eds.), Revolutionizing Education: Youth Participatory Action Research in Motion (pp. 189212). Routledge. https://doi.org/10.4324/9780203932100
    [Google Scholar]
  83. Caraballo, M., & Soleimany, S. (2018). Teaching with heart: Poetry that speaks to the courage to teach. Jossey-Bass.
    [Google Scholar]
  84. Casas, M. (2008). Is the No Child Left Behind Act adversely impacting the academic performance of Latino students in the U.S.? Yes, indeed! Forum on Public Policy Online, 2008(2).
    [Google Scholar]
  85. Cawthon, S. W. (2006). National survey of accommodations and alternate assessments for students who are deaf or hard of hearing in the United States. Journal of Deaf Studies and Deaf Education, 11(3), 337–359. https://doi.org/10.1093/deafed/enj040
  86. Cawthon, S. W., & Dawson, K. (2009). Drama for schools: Impact of a drama-based professional development program on teacher self-efficacy and authentic instruction. Youth Theatre Journal, 23(2), 144161. https://doi.org/10.1080/08929090903281451
    [Google Scholar]
  87. Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73105. https://doi.org/10.1111/j.1756-8765.2008.01005.x
    [Google Scholar]
  88. Chin, C. (2013). Key dimensions of a multicultural art education curriculum. International Journal of Education & the Arts, 14(14), 128. http://www.ijea.org/v14n14/v14n14.pdf [Accessed 030425].
    [Google Scholar]
  89. Clandinin, D. J., & Connelly, F. M. (1996). Teachers’ professional knowledge landscapes: Teacher stories. Stories of teachers. School stories. Stories of schools. Educational Researcher, 25(3), 2430. https://doi.org/10.3102/0013189X025003024260
    [Google Scholar]
  90. Coleman, S. (2012). Theatre and citizenship: Playbuilding with English language learner youth [Master's thesis, The University of Texas at Austin]. UT Electronic Theses and Dissertations. http://hdl.handle.net/2152/ETD-UT-2012-05-5655
    [Google Scholar]
  91. Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 611, 3846.
    [Google Scholar]
  92. Collins, P.H. (2009). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge. https://doi.org/10.4324/9780203900055
    [Google Scholar]
  93. Cranton, P., & Carusetta, E. (2004). Perspectives on authenticity in teaching. Krieger Publishing Company. https://doi.org/10.1177/0741713604268894
    [Google Scholar]
  94. Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. SAGE Publications Inc. https://doi.org/10.4324/9781003115700
    [Google Scholar]
  95. Darder, A. (2012). Culture and power in the classroom: Educational foundations for the schooling of bicultural students. Routledge. https://doi.org/10.4324/9781315635347
    [Google Scholar]
  96. Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16, 523545. https://doi.org/10.1016/S0742-051X(00)00015-9
    [Google Scholar]
  97. Davis, J., & Behm, T. (1978). Terminology of drama/theatre with and for children: A redefinition. Children's Theatre Review, 27, 1011.
    [Google Scholar]
  98. Dawson, K., & Kelin, D. A. (Eds.). (2014). The reflexive teaching artist: Collected wisdom from the drama/theatre field. Intellect.
    [Google Scholar]
  99. Dawson, K., & Lee, B. K. (2018). Drama-based pedagogy: Activating learning across the curriculum. Intellect. https://doi.org/10.2307/j.ctv36xw0wt
    [Google Scholar]
  100. Deasy, R. J. (Ed.). (2002). Critical links: Learning in the arts and student academic and social development. Arts Education Partnership. https://www.aep-arts.org/wp-content/uploads/Critical-Links_-Learning-in-the-Arts-and-Student-Academic-and-Social-Development.pdf
    [Google Scholar]
  101. De Lissovoy, N. (2010). Staging the crisis: Teaching, capital, and the politics of the subject. Curriculum Inquiry, 40(3), 418435. https://doi.org/10.1111/j.1467-873X.2010.00491.x
    [Google Scholar]
  102. Deleuze, G. (2004). Difference and repetition (P. Patton, Trans.). A&C Black.
    [Google Scholar]
  103. Delpit, L. (1998). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Education Press. https://doi.org/10.17763/haer.58.3.c43481778r528qw4
    [Google Scholar]
  104. Denmead, T. (2019). The creative underclass: Youth, race, and the gentrifying city. Duke University Press. https://doi.org/10.1080/07352166.2021.2002649
    [Google Scholar]
  105. Department for Education and Child Development. (2017), TfEL pilot: Student voice whole school improvement tool: Student Learning Community (pp. 1–8). https://acleadersresource.sa.edu.au/wp-content/uploads/2018/05/DECD_TfEL-PILOT_Student-Learning-Community_download_web.pdf
  106. Department for Education and Child Development. (2018), Activating student voice-accelerating improvement: Student voice audit. (pp.1-9). https://acleadersresource.sa.edu.au/wp-content/uploads/2018/05/DECD_TfEL_PILOT_Student_voice_audit_web.pdf
  107. Desai, D. (2020). Educating for social change through art: A personal reckoning. Studies in Art Education, 61(1), 1023. https://doi.org/10.1080/00393541.2019.1699366261
    [Google Scholar]
  108. Desai, D., & Hamlin, J. (2010). Artists in the realm of historical methods: The sound, smell, and taste of history. In D. Desai, J. Hamlin, & R. Mattson (Eds.), History as art, art as history: Contemporary art and social studies education (pp. 4767). Routledge. https://doi.org/10.4324/9780203870303
    [Google Scholar]
  109. Desai, D., Hamlin, J., & Mattson, R. (2010). History as art, art as history: Contemporary art and social studies education. Routledge. https://doi.org/10.4324/9780203870303
    [Google Scholar]
  110. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Houghton Mifflin.
    [Google Scholar]
  111. Dewey, J. (1938). Experience and education. Macmillan Company. https://doi.org/10.1080/00131728609335764
    [Google Scholar]
  112. Dewhurst, M. (2018). Teachers bridging difference: Exploring identity with art. Harvard Education Press.
    [Google Scholar]
  113. DICE Consortium. (2010). The DICE has been cast: A DICE resource research findings and recommendations on educational theatre and drama. www.dramanetork.eu
  114. Donahue, D. M., & Stuart, J. B. (2010). Artful teaching: Integrating the arts for understanding across the curriculum, K-8. Teachers College Press. https://doi.org/10.5860/choice.48-2810
    [Google Scholar]
  115. Donohue-Bergeler, D. (2018). Is the drama worth it? Foreign language graduate student instructors’ experiences with drama-based pedagogy [Dissertation, The University of Texas at Austin].
  116. Donohue-Bergeler, D., Hanka, D., & Goulet, C. (2023). Queer auf Deutsch: Positive classroom environment and LGBTQ+ inclusion through drama-based pedagogy in a collegiate beginner German course. Scenario Journal for Performative Teaching, Learning, Research, 17(2), 135165. https://doi.org/10.33178/scenario.17.2.8
    [Google Scholar]
  117. Edmiston, B., & Towler-Evans, I. (2022). Humanizing education with dramatic inquiry: In dialogue with Dorothy Heathcote's transformative pedagogy (1st ed.). Routledge. https://doi.org/10.4324/9781003269465
    [Google Scholar]
  118. Edmiston, B., & Towler-Evans, I. (2023). Humanizing education with dramatic inquiry: In dialogue with Dorothy Heathcote's transformative pedagogy. Routledge. https://doi.org/10.4324/9781003269465
    [Google Scholar]
  119. Education, Audiovisual and Culture Executive Agency. Brussels. https://doi.org/10.2797/28436
  120. Eisner, E. W. (2008). “What Education Can Learn From the Arts” March 27, NAEA National Convention New Orleans, Louisiana. https://arteducators-prod.s3.amazonaws.com/documents/457/9849e879-1cb6-4734-9ce6-59242a3e027b.pdf?1452930634
  121. Eisner, E. W. (1998). The kind of schools we need: personal essays. Portsmouth, NH: Heinemann.
    [Google Scholar]
  122. Ellsworth, E. (2005). Places of learning: Media, architecture, pedagogy. Routledge. https://doi.org/10.4324/9780203020920
    [Google Scholar]
  123. Eurydice. (2009). Arts and cultural education at school in Europe. European Commission.
    [Google Scholar]
  124. Ewing, R. (2010). The arts and Australian education: Realising potential. ACER Press. https://research.acer.edu.au/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1020&context=aer
    [Google Scholar]
  125. Fanon, F. (1967). Black faces white masks. Grove Press. https://doi.org/10.4324/9780203020920262
    [Google Scholar]
  126. Farrell, T. S. C. (2012). Reflecting on reflective practice: (Re)visiting Dewey and Schön. TESOL Journal, 3(1), 716. TESOL International Association. Brock University. https://doi.org/10.1002/tesj.10
    [Google Scholar]
  127. Feiman-Nemser, S., & Buchmann, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87(1), 5365. https://doi.org/10.1177/016146818508700107
    [Google Scholar]
  128. Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2(2), 123141. https://doi.org/10.1080/0141192042000195236
    [Google Scholar]
  129. Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295311. https://doi.org/10.1080/0141192042000195236
    [Google Scholar]
  130. Fine, M. (2008). Revolutionizing education: Youth participatory action research in motion. Routledge. https://doi.org/10.4324/9780203932100
    [Google Scholar]
  131. Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. ASCD. https://doi.org/10.22158/grhe.v5n1p50
    [Google Scholar]
  132. Freedman, K., & Stuhr, P. (2004). Curriculum change for the 21st century: Visual culture in art education. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 815828). Routledge. https://doi.org/10.4324/9781410609939.CH36
    [Google Scholar]
  133. Freire, P. (1970). Pedagogy of the oppressed (M. B. Ramos, Trans.). Seabury Press. https://doi.org/10.1080/10714413.2019.1570789
    [Google Scholar]
  134. Freire, P. (1983). The importance of the act of reading. Journal of Education, 165(1), 511. https://doi.org/10.1177/002205748316500103
    [Google Scholar]
  135. Freire, P. (2014). Pedagogy of the oppressed: 30th anniversary edition. Bloomsbury Academic and Professional.
    [Google Scholar]
  136. Gannon, K. M. (2020). Radical hope: A teaching manifesto. West Virginia University Press. https://doi.org/10.5860/crl.82.3.458
    [Google Scholar]
  137. Garret, R., Dawson, K., & MacGill, B. (2023). Embodying culture and community through creative and body-based learning: New approaches to praxis and transformation. In L. I. Rigney (Ed.), Global perspectives and new challenges and perspectives on culturally responsive pedagogies: Superdiversity and teaching practice (pp. 119128). Palgrave. https://doi.org/10.4324/9781003335719
    [Google Scholar]
  138. Garrett, R., Dawson, K., Meiners, J., & Wrench, A. (2018). Creative and body-based learning: Redesigning pedagogies in mathematics. Journal for Learning Through the Arts, 14(1). https://doi.org/10.21977/D914136982
    [Google Scholar]
  139. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
    [Google Scholar]
  140. Ginwright, S. A. (2008). Collective radical imagination: Youth participatory action research and the art of emancipatory knowledge. In J. Cammarota & M. Fine (Eds.), Revolutionizing education: Youth participatory action research in motion (pp. 1322). Routledge.
    [Google Scholar]
  141. Ginwright, A. (2011). Hope, hope, healing, and care: Pushing the boundaries of civic engagement for African American youth. Liberal Education, 97(2). https://doi.org/10.00953997231180021263
    [Google Scholar]
  142. Ginwright, S. (2015). Radically healing Black Lives: A love note to justice. In M. Evans (Ed.), New directions in student leadership: Engagement and leadership for social and political change (pp 3344). Jossey Bass. 148. https://doi.org/10.1002/yd.20151
    [Google Scholar]
  143. Ginwright, S. (2018). The future of healing: Shifting from trauma informed care to healing centered engagement. Medium. https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c [Accessed 03/05/24].
  144. Ginwright, S. (2022). The four pivots: Reimagining justice, reimagining ourselves. North Atlantic Books. https://doi.org/10.18666/JNEL-2023-11864
    [Google Scholar]
  145. Ginwright, S., Noguera, P., & Commarota, J. (2006). Beyond resistance: Youth activism and community change. New democratic possibilities for policy and practice for America's youth. Routledge. https://doi.org/10.4324/9780203961001
    [Google Scholar]
  146. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine Publishing Company. https://doi.org/10.4324/9780203793206
    [Google Scholar]
  147. Gonzalez, J. (2013). Temporary stages II: Critically oriented drama education. Intellect. https://doi.org/10.2307/j.ctv36xw3g2
    [Google Scholar]
  148. Gonzalez, N., Moll, L. C., & Amanti, C. (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge. https://doi.org/10.4324/9781410613462
    [Google Scholar]
  149. Grande, S. (2015). Red pedagogy: Native American social and political thought. Rowman & Littlefield Publishers.
    [Google Scholar]
  150. Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. Jossey-Bass. https://doi.org/10.1080/14452294.2011.11649524
    [Google Scholar]
  151. Gulamhussein, A. (2013). “Teaching the teachers: Effective professional development in an era of high stakes accountability.” Center for Public Education.
  152. Gurnon, D., Voss-Andreae, J., & Stanley, J. (2013). Integrating art and science in undergraduate education. PLOS Biology, 11(2), e1001491. https://doi.org/10.1371/journal.pbio.1001491
    [Google Scholar]
  153. Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 512. https://doi.org/10.2307/1174780
    [Google Scholar]
  154. Guskey, T. R. (2000). Evaluating Professional Development. Corwin Press
    [Google Scholar]
  155. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8, 381391. https://doi.org/10.1080/135406002100000512
    [Google Scholar]
  156. Hall, S. (1993). Encoding, decoding. In S. During (Ed.), The cultural studies reader (pp. 477487). Routledge. https://doi.org/10.1515/9781474473231-005
    [Google Scholar]
  157. Hanawalt, C. & Hofsess, B. (2023). Reconceptualizing early career teacher mentoring as Reggioinspired: Insights from collaborative research with art teachers. Routledge.
    [Google Scholar]
  158. Harrisonburg City Public Schools (HCPS). (2024, October 15). Student Languages/Countries. https://www.harrisonburg.k12.va.us/files/user/1/file/HCPS-Student-Birth-Country-Home-Language-2024.pdf [Accessed 10/01/24].
  159. Heathcote, D. (2003). A vision possible: Dorothy Heathcote's commissions model of teaching. Drama Magazine, 11(1), 1625.264
    [Google Scholar]
  160. Hetland, L., Palmer, P., Seidel, S., Tishman, S., & Winner, E. (2009). The qualities of quality: Understanding excellence in arts education. Project Zero. https://pz.harvard.edu/sites/default/files/Understanding-Excellence-in-Arts-Education.pdf
    [Google Scholar]
  161. Hockly, N. (2000). Modeling and ‘cognitive apprenticeship’ in teacher education. ELT Journal, 54(2), 118125. https://doi.org/10.1093/elt/54.2.118.
    [Google Scholar]
  162. Hood, E. J., & Travis, S. (2023). Critical reflexive practice for art educators. Art Education, 76(1), 2831. https://doi-org.proxy.library.vcu.edu/10.1080/00043125.2022.2131201
    [Google Scholar]
  163. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge. https://doi.org/10.4324/9780203700280
    [Google Scholar]
  164. hooks, b. (1995). Art on my mind: Visual politics. The New Press.
    [Google Scholar]
  165. hooks, b. (2003). Teaching community: A pedagogy of hope. Routledge. https://doi.org/10.4324/9780203957769
    [Google Scholar]
  166. hooks, b. (2010). Teaching critical thinking: Practical wisdom. Routledge. https://doi.org/10.4324/9780203869192
    [Google Scholar]
  167. Huntington, S. (1993). Shadows on the Koyukuk: An Alaskan native's life along the river. Alaska Northwest Books. https://doi.org/10.1002/ece3.6751
    [Google Scholar]
  168. Illeris, K. (2017). Contemporary theories of learning: Learning theorists in their own words. Routledge. https://doi.org/10.4324/9781315147277
    [Google Scholar]
  169. Irvine, J. J. (2003). Educating Teachers for Diversity: Seeing with a Cultural Eye. New York: Teachers College Press.
    [Google Scholar]
  170. Ivinson, G. (2012). The body and pedagogy: Beyond absent, moving bodies in pedagogical practice. British Journal of Sociology of Education, 33(4), 489506.
    [Google Scholar]
  171. James Madison University. (2024, October 15). Facts and figures. James Madison University. https://www.jmu.edu/about/fact-and-figures.shtml
  172. Jefferson, M., & Anderson, M. (2017). Transforming schools: Creativity, critical reflection, communication, collaboration. Bloomsbury. urn:lcp:transformingscho0000jeff:epub:90cfa1dc-c992-4e66-aa48-7f7e973856e2
    [Google Scholar]
  173. Kaba, I. (2021). We do this ‘til we free us: Abolitionist organizing and transforming justice. Haymarket Books. https://doi.org/10.5860/crl.83.3.541
    [Google Scholar]
  174. Katz, C. (2001). On the grounds of globalization: A topography for feminist political engagement. Signs, 26(4), 12131234. http://www.jstor.org/stable/3175362. https://doi.org/10.1086/495653
    [Google Scholar]
  175. Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer Science and Business Media. https://doi.org/10.1007/978-981-4560-67-2
    [Google Scholar]
  176. Kennedy Center. (n.d.). What is arts integration? Explore the Kennedy Center's comprehensive definition. The Kennedy Center. https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/articles-and-how-tos/articles/collections/arts-integration-resources/what-is-arts-integration/265
  177. Kincheloe, J. L. (2008). Critical pedagogy primer. Peter Lang. https://doi.org/10.3726/978-1-4539-1455-7
    [Google Scholar]
  178. Klassen, R., Bong, M., Usher, E., Chong, W. H., Huan, V., Wong, I., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34, 6776. https://doi.org/10.1016/j.cedpsych.2008.08.001
    [Google Scholar]
  179. Knight, W. B. (2015). Culturally responsive teaching in art education. The International Journal of Arts Education, 13(1), 7089.
    [Google Scholar]
  180. Knowles, M. and Associates (1984). Andragogy in action: Applying modern principles of adult learning. Jossey-Bass.
    [Google Scholar]
  181. Kraehe, A. M., & Acuff, J. B. (2021). Race and art education. Davis Press. https://doi.org/10.1080/00393541.2023.2285212
    [Google Scholar]
  182. Kumashiro, K. K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 2553. https://doi.org/10.3102/00346543070001025
    [Google Scholar]
  183. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. Jossey-Bass Publishers. https://doi.org/10.14507/er.v0.1337
    [Google Scholar]
  184. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465491. https://doi.org/10.2307/1163320
    [Google Scholar]
  185. Ladson-Billings, G. (2022). The Dreamkeepers: Successful Teachers of African American Children (3rd ed.). Jossey-Bass.
    [Google Scholar]
  186. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
    [Google Scholar]
  187. Lawrence-Lightfoot, S. (1997). The art and science of portraiture. Wiley. https://doi.org/10.1177/1077800404270955
    [Google Scholar]
  188. Lazarus, J. (2012). Signs of change: New directions in theatre education (2nd ed.). Intellect. https://doi.org/10.1080/13569783.2014.895627
    [Google Scholar]
  189. Lee, B. K., Cawthon, S., & Dawson, K. (2013). Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in a drama-based professional development program. Teaching and Teacher Education, 30, 8498. https://doi.org/10.1016/j.tate.2012.10.010
    [Google Scholar]
  190. Lee, B. K., Patall, E., Cawthon, S., & Steingut, R. (2015). Meta-analysis of the effects of drama-based pedagogy on K-16 student outcomes since 1985. Review of Educational Research, 85, 349. https://doi.org/10.3102/0034654314540477
    [Google Scholar]
  191. Lee, B. K., Enciso, P., & Austin Theatre Alliance. (2017). The big glamorous monster (or Lady Gaga's adventures at sea): Improving student writing through dramatic approaches in schools. Journal of Literacy Research, 49(2), 157180. https://www.researchgate.net/publication/315546064_The_Big_Glamorous_Monster_or_Lady_Gaga's_Adventures_at_Sea_Improving_Student_Writing_Through_Dramatic_Approaches_in_Schools266
    [Google Scholar]
  192. Lee, G. (Director). (2013). American revolutionary: The evolution of Grace Lee Boggs [Film]. University of California Press.
    [Google Scholar]
  193. Lee, Y., Kinzie, M. B., & Whittaker, J. V. (2012). Impact of online support for teachers’ open-ended questioning in prek science activities. Teaching & Teacher Education, 28, 568577. http://dx.doi.org/10.1016/j.tate.2012.01.002
    [Google Scholar]
  194. Leonardo, Z. (2009). Race, whiteness, and education. Routledge. https://doi.org/10.4324/9780203880371
    [Google Scholar]
  195. Lewis, T. (2018). Art education and whiteness as style. In A. M. Kraehe, R. Gaztambide-Fernández, & B. S. Carpenter II (Eds.), The Palgrave handbook of race and the arts in education (pp. 303317). Palgrave MacMillan. https://doi.org/10.1007/978-3-319-65256-6
    [Google Scholar]
  196. Link, B. (2019). White lies: Unraveling whiteness in the elementary art curriculum. Journal of Cultural Research in Art Education, 36, 1128. https://doi.org/10.2458/jcrae.4808.
    [Google Scholar]
  197. Link, B. (2021). Who holds the power? Students respond to whiteness in the canon. Art Education, 74(5), 3237. https://doi.org/10.1080/00043125.2021.1928471
    [Google Scholar]
  198. Link, B. (2022). Art integration in teacher education: Aesthetic tools to foster critical reflection. Texas Education Review, 10(2), 3648. http://dx.doi.org/10.26153/tsw/41907
    [Google Scholar]
  199. Link, B. & Black, C. M. (2024) “Learning to listen to the pit in our stomachs: A call for vulnerability in art education,” Art Education, 77:6, 815, DOI:10.1080/00043125.2024.2382655
    [Google Scholar]
  200. Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press. https://doi.org/10.1080/09518398.2021.1885070
    [Google Scholar]
  201. MacGill, B. (2008). Aboriginal education workers in South Australia: Towards equality recognition of Indigenous ethics of care practices [PhD thesis, Flinders University, South Australia].
    [Google Scholar]
  202. Mansfield, K. C., Welton, A., & Halx, M. (2018). The student voice continuum from the “Listening to student voice,” Special Issue 1 Student Voice and School, The Journal of Ethical Educational Leadership, 1, 1027. http://edr-behaviour.co.uk/wp-content/uploads/2020/03/JEEL_Mansfield_Welton_Halx_2018.pdf
    [Google Scholar]
  203. Marken, S., & Agrawal, S. (2022). K-12 workers have highest burnout rate in U.S. Gallop. https://news.gallup.com/poll/393500/workers-highest-burnout-rate.aspx
  204. Marlowe, B. A., & Page, M. L. (2005). Creating and sustaining the constructivist classroom. Corwin Press. https://doi.org/10.34293/education.v7i4.600
    [Google Scholar]
  205. Martin, N. J., & Dawson, K. (2013). Perspectives through play: Playbuilding as participatory action research in arts-based professional development. University of Texas.
    [Google Scholar]
  206. Marx, S. (2006). Revealing the invisible: Confronting passive racism in teacher education. Routledge. https://doi.org/10.4324/9780203961537
    [Google Scholar]
  207. Massumi, B. (2002). Politics of Affect. Policy Press.
    [Google Scholar]
  208. McLaren, P. (2016). Life in schools: An introduction to critical pedagogy in the foundations of education. Routledge. https://doi.org/10.4324/9781315633640
    [Google Scholar]
  209. Mezirow, J. (1978). Perspective transformation. Adult Education Quarterly, 28, 100110. http://dx.doi.org/10.1177/074171367802800202
    [Google Scholar]
  210. Mezirow, J. (2000). Learning to think like an adult. Core concepts of transformation theory. In J. Mezirow & Associates (Eds.), Learning as transformation. Critical perspectives on a theory in progress (pp. 333). Jossey-Bass. https://doi.org/10.4018/978-1-5225-6086-9267
    [Google Scholar]
  211. Mezirow, J. (2009). Transformative learning theory. In J. Mezirow & E. W. Taylor (Eds.), Transformative learning in practice: Insights from community workplace, and higher education (pp. 1832). Jossey-Bass.
    [Google Scholar]
  212. Miller, C. (1992). Speech, language and the new curriculum. British Journal of Special Education, 19, 7173. https://doi.org/10.1111/j.1467-8578.1992.tb00413.x
    [Google Scholar]
  213. Mills, C. (2001). White ignorance. In S. Sullivan & N. Tuana (Eds.), Race and epistemologies of ignorance (pp. 1338). Statue University of New York Press. https://doi.org/10.4324/9781315867762
    [Google Scholar]
  214. Minor, C. (2019) We got this. Equity, access, and the quest to be who our students need us to be. Heinemann.
    [Google Scholar]
  215. Mitra, D. (2004). The significance of students: Can increasing ‘‘student voice’’ in schools lead to gains in youth development? Teachers College Record, 106(4), 651688. https://doi.org/10.1111/j.1467-9620.2004.00354.
    [Google Scholar]
  216. Mitra, D. L., & Gross, S. J. (2009). Increasing student voice in high school reform: Building partnerships, improving outcomes. Educational Management Administration and Leadership, 37(4), 522543. https://doi.org/10.1177/1741143209334577
    [Google Scholar]
  217. Morrell, E. (2008). Six summers of YPAR: Learning action, and change in urban education. In J. Cammarto & M. Fine (Eds.), Revolutionizing education: Youth participatory action research in motion (pp. 155175). Routledge.
    [Google Scholar]
  218. Morrell E. (2008a). Critical literacy and urban youth: Pedagogies of access, dissent, and liberation. Routledge. https://doi.org/10.1086/664738
    [Google Scholar]
  219. Morrell, E. (2008b). Six summers of YPAR: Learning, action, and change in urban communities. In J. Cammarota & M. Fine (Eds.), Revolutionizing education: Youth participatory action research in motion (pp. 155184). Routledge. https://doi.org/10.4324/9780203932100
    [Google Scholar]
  220. Munns, G., Sawyer, W., & Cole, B. (Eds.). (2013). Exemplary teachers of students in poverty. Routledge. https://doi.org/10.4324/9780203076408
    [Google Scholar]
  221. [Google Scholar]
  222. National Advocacy for Arts and Education (NAAE). (2009). The arts: Essential learning for all teachers. NAAE. www.ausdance.org.au/.../articles/the-artsessentioal-learning-for-all-teachers.pdf
    [Google Scholar]
  223. National Endowment for the Arts. (2024). Healing, bridging, thriving: A summit on arts and culture in our communities [Webinar]. Available from: https://www.youtube.com/watch?v=0s6cwDpZGg0
  224. Navarro, J. L., & Tudge, J. R. (2022, January 21). Technologizing Bronfenbrenner: Neo-ecological theory. Current Psychology, 117. https://doi.org/10.1007/s12144-022-02738-3
    [Google Scholar]
  225. Newmann, F., & Wehlage, G. (1995). Successful school restructuring. Association for Supervision and Curriculum Development. https://files.eric.ed.gov/fulltext/ED387925.pdf268
    [Google Scholar]
  226. Ngo, H. (2016). Racist habits: A phenomenological analysis of racism and the habitual body. Philosophy and Social Criticism, 42(9), 847872. https://doi.org/10.1177/0191453715623320
    [Google Scholar]
  227. Nicholson, H. (2002). The politics of trust: Drama education and the ethic of care. Research in Drama Education, 7(1): 8191. https://doi.org/10.1080/13569780120113157
    [Google Scholar]
  228. Nicholson, H. (2005). Applied drama: The gift of theatre. Palgrave Macmillian. https://doi.org/10.1017/S0266464X08240091
    [Google Scholar]
  229. No Child Left Behind Act of 2001, Pub. L. No. 107-110, § 101, 115 Stat. 1425 (2002).
  230. Noddings, N. (2002). Starting at home: Caring and social policy. University of California Press. https://doi.org/10.1525/9780520927568
    [Google Scholar]
  231. Norris, J. (2009). Playbuilding as qualitative research: A participatory arts-based approach. Left Coast Press Inc. https://doi.org/10.4324/9781315422497
    [Google Scholar]
  232. Oakes, J., Lipton, M., Anderson, L., & Stillman, J. (2013). Teaching to change the world (4th ed., pp. 2959). Paradigm. https://doi.org/10.4324/9781351263443
    [Google Scholar]
  233. O'Day, J., Goertz, M. E., & Floden, R. E. (1995, December). Building capacity for education reform. CPRE Policy Briefs. New Brunswick, NJ: Consortium for Policy Research in Education, Rutgers University.
    [Google Scholar]
  234. Omasta, M. (2012). A survey of school theatre. Teaching Theatre, 24(1), 828.
    [Google Scholar]
  235. O'Sullivan, E. (2002). The project and vision of transformative education. In E. O'Sullivan, A. Morrell, & M. A. O'Connor (Eds.), Expanding the boundaries of transformative learning: Essays on theory and praxis (pp. 112). Palgrave Macmillan. https://doi.org/10.1007/978-1-349-63550-4_1
    [Google Scholar]
  236. Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77
    [Google Scholar]
  237. Paris, D., & Alim, S. (2012). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press. https://doi.org/10.3102/0013189X12441244
    [Google Scholar]
  238. Paris, D., Hursh, D., & Choksi, A. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press. https://doi.org/10.1080/15595692.2019.1669016
    [Google Scholar]
  239. Piaget, J. (1973). Psychology and epistemology: Towards a theory of knowledge. Grossman. https://doi.org/10.1177/039219215300100105
    [Google Scholar]
  240. Picower, B. (2009). The unexamined whiteness of teaching: How White teachers maintain and enact dominant racial ideologies. Race Ethnicity and Education, 12(2), 197215. https://doi.org/10.1080/13613320902995475
    [Google Scholar]
  241. Piepzna-Samarasinha, L. L. (2022). Care work dreaming disability justice. Arsenal Pulp Press. https://doi.org/10.1080/09687599.2019.1648369
    [Google Scholar]
  242. Pieterse, N. (1995). White on Black: Images of Africa and Blacks in western popular culture. Yale University Press. https://doi.org/10.1086/adx.12.1.27948520
    [Google Scholar]
  243. Pinar, W. F., & Grumet, M. R. (1988). Socratic caesura and the theory-practice relationship. In W. F. Pinar (Ed.), Contemporary curriculum discourse (pp. 92100). Gorsuch Scarisbrick.269
    [Google Scholar]
  244. Podlozny, A. (2000). Strengthening verbal skills through the use of classroom drama: A clear link. Journal of Aesthetic Education, 34, 239276. https://doi.org/10.2307/3333644
    [Google Scholar]
  245. Potocky-Tripodi, M. (2002). Best practices for social work with refugees & immigrants. Columbia University Press.
    [Google Scholar]
  246. Powell, J., & Menedian, S. (2016). The problem of othering: Towards inclusiveness and belonging. Othering & Belonging, 1(1), 1440. https://www.otheringandbelonging.org/the-problem-of-othering/
    [Google Scholar]
  247. Prendergast, M. (2008). Teacher as performer: Unpacking a metaphor in performance theory and critical performative pedagogy. International Journal of Education and the Arts, 9(2), 119.
    [Google Scholar]
  248. Rabkin, N., & Redmond, R. (Eds.). (2004). Putting the arts in the picture: Reframing education in the 21st century. Columbia College Chicago Press.
    [Google Scholar]
  249. Ramsey, R. (2015). Analysis: Texas Schools, by the Numbers. Texas Tribune. https://www.texastribune.org/2015/07/13/analysis-texas-schools-numbers/
    [Google Scholar]
  250. Rancière, J. (1998). The ignorant schoolmaster: Five lessons in intellectual emancipation. Stanford University Press. https://doi.org/10.1080/00131857.2016.1200002.
    [Google Scholar]
  251. Rancière, J. (2011). Mute speech: Literature, critical theory, and politics. Columbia University Press. https://doi.org/10.7312/honn17716-012
    [Google Scholar]
  252. Rankin, J., McGill, B., & Garrett, R. (2020). Developing socially just practice through creative and body-based learning. The Australian Educational Researcher, 122. https://doi.org/10.1007/s13384-020-00389-6
    [Google Scholar]
  253. Reardon, S. F., Greenberg, E. H., Kalogrides, D., Shores, K. A., & Valentino, R. A. (2013). Left behind? The effect of no child left behind on academic achievement gaps. https://cepa.stanford.edu/sites/default/files/reardon%20et%20al%20nclb%20gaps%20paper%2012aug2013.pdf
  254. Rios, F., & Longoria, A. (2021). Creating a home in schools: Sustaining identities for Black, Indigenous, and Teachers of color. Teachers College Press.
    [Google Scholar]
  255. Ritchhart, R. (2015). Creating cultures of thinking: The 8 forces we must master to truly transform our schools. Wiley & Sons.
    [Google Scholar]
  256. Robinson, A. H. (2013). Arts integration and the success of disadvantaged students: A research evaluation. Arts Education Policy Review, 114(4), 191204. https://doi.org/10.1080/10632913.2013.826050
    [Google Scholar]
  257. Romano, A. (2018). Transformative learning: A review of the assessment tools. Journal of Transformative Learning, 5(1), 5370. https://doi.org/10.3390/proceedings1090911.
    [Google Scholar]
  258. Romero, A., Cammarota, J., Dominguez, K., Valdez, L., Ramirez, G., & Hernandez, L. (2008). “The opportunity if not the right to see”: The social justice education project. In J. Cammarto & M. Fine (Eds.), Revolutionizing education: Youth participatory action research in motion. Routledge. https://doi.org/10.4324/9780203932100
    [Google Scholar]
  259. Said, E. W. (1979). Orientalism. Random House. https://doi.org/10.1017/S0020743800031342
    [Google Scholar]
  260. Sandholtz, J. H., & Ringstaff, C. (2013). Assessing the impact of teacher professional development on science instruction in the early elementary grades in rural US schools. Professional Development in Education, 39(5), 678697. https://doi.org/10.1080/19415257.2012.751044270
    [Google Scholar]
  261. Sawyer, R. K. (2011). Structure and improvisation in creative teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511997105
    [Google Scholar]
  262. Scholz, U., Doña, B. G., Sud, S., & Schwarzer, R. (2002). Is general self-efficacy a universal construct? Psychometric findings from 25 countries. European Journal of Psychological Assessment, 18, 242251. https://doi.org/10.1027//1015-5759.18.3.242
    [Google Scholar]
  263. Schroeder-Arce, R. (2017). Beyond acknowledgement of whiteness: Teaching White theatre teachers to examine their racial identity. Youth Theatre Journal, 31(2), 105113. https://doi.org/10.1080/08929092.2017.1370757
    [Google Scholar]
  264. Seidl, B. L., & Conley, M. D. (2009). Research directions: (Re)writing new possibilities for teaching lives: Prospective teachers and multicultural apprenticeships. Language Arts, 87(2), 117126. http://www.jstor.org/stable/41483550. https://doi.org/10.58680/la20099003
    [Google Scholar]
  265. Seidl, B. L., & Hancock, S. D. (2011). Acquiring double images: White preservice teachers locating themselves in a raced world. Harvard Educational Review, 81(4), 687709. https://doi.org/10.17763/haer.81.4.u82638p82j0101x8
    [Google Scholar]
  266. Shujaa, M. J. (1994). Too much schooling, too little education: A paradox of Black life in White societies. Africa World Press, Inc. https://doi.org/10.2307/2967302
    [Google Scholar]
  267. [Google Scholar]
  268. Skilbeck, M., & Connell, H. (2004). Teachers for the future: The changing nature of society and related issues for the teaching workforce. MCEETYA. https://doi.org/10.1007/978-981-15-6667-7_2
    [Google Scholar]
  269. Sleeter, C. E. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562584. https://doi.org/10.1177/0042085911431472
    [Google Scholar]
  270. Smith, L. T. (1999). Decolonizing methodologies: Research and Indigenous peoples. Zed Books. https://doi.org/10.1080/09614524.2013.790946
    [Google Scholar]
  271. Snook, B., & Buck, R. (2014). Artists in schools: “kick starting” or “kicking out” dance from New Zealand classrooms. Journal of Dance Education, 14(1), 1826. https://doi.org/10.1080/15290824.2013.835052
    [Google Scholar]
  272. Sosa-Provencio, M., Sheahan, A., Desai, S., & Secatero, S. (2018). Tenets of body-soul rooted pedagogy: Teaching for critical consciousness, nourished resistance, and healing. Critical Studies in Education, 61, 118. https://doi.org/10.1080/17508487.2018.1445653.
    [Google Scholar]
  273. Stone, N. (2017). Dear Martin. Simon & Schuster Children's Books.
    [Google Scholar]
  274. Stovall, D. (2018). Are we ready for ‘school’ abolition?: Thoughts and practices of radical imaginary in education. Taboo: The Journal of Culture and Education, 17(1), 5161. https://doi.org/10.31390/taboo.17.1.06
    [Google Scholar]
  275. Streeter, J. R. (2020). Humanizing the curriculum: Exploring the use of drama pedagogy in faculty development. In M. McAvoy & P. O'Connor (Eds.), The Routledge companion to drama in education (pp. 357363). Routledge. https://doi.org/10.4324/9781003000914271
    [Google Scholar]
  276. Strike, K., & Posner, G. (1992). A revisionist theory of conceptual change. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of Science, cognitive psychology, and educational theory and practice (pp. 147176). State University of New York Press.
    [Google Scholar]
  277. Taylor, E. W. (2009). Fostering transformative learning: Exploring the interplay of self, identity, and learning in higher education. Jossey-Bass.
    [Google Scholar]
  278. Thorley, N. R., & Stofflett, R. T. (1996). Representation of the conceptual change model in science teacher education. Science Education, 80(3), 317399. https://doi.org/10.1002/(SICI)1098-237X(199606)80:3%3C317::AID-SCE3%3E3.0.CO;2-H
    [Google Scholar]
  279. Tisdell, E. J. (2003). Exploring spirituality and culture in adult and higher education. Jossey-Bass. https://doi.org/10.1353/csd.2003.0065
    [Google Scholar]
  280. Todd, S. (2014). Between body and spirit: The liminality of pedagogical relationships. Journal of Philosophy of Education, 48(2), 231245. https://doi.org/10.1111/1467-9752.12065
    [Google Scholar]
  281. Travis, S., Kraehe, A. M., Hood, E. J., & Lewis, T. E. (2018). Pedagogies in the flesh: Case studies on the embodiment of sociocultural difference in education. Palgrave MacMillan. https://doi.org/10.1007/978-3-319-59599-3
    [Google Scholar]
  282. Trouillot, M. (1995). Silencing the past: Power and the production of history. Beacon Press. https://doi.org/10.1086/ahr/102.2.426
    [Google Scholar]
  283. Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27(4), 751761. https://doi.org/10.1016/j.tate.2010.12.005
    [Google Scholar]
  284. Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 140. https://clas.osu.edu/sites/clas.osu.edu/files/Tuck%20and%20Yang%202012%20Decolonization%20is%20not%20a%20metaphor.pdf
    [Google Scholar]
  285. UNESCO. (2001). Learning the way of peace: A teachers’ guide to peace education. https://unesdoc.unesco.org/ark:/48223/pf0000125228
    [Google Scholar]
  286. UNESCO. (2005). Educating for creativity: Bringing the arts and culture into Asian education. https://unesdoc.unesco.org/ark:/48223/pf0000142086
    [Google Scholar]
  287. U.S. Department of Education. (2016). The state of racial diversity in the educator workforce. Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. https://files.eric.ed.gov/fulltext/ED571989.pdf
    [Google Scholar]
  288. Valde, G., & Kornestky, L. (2002). Transforming learning. NEA Higher Education Advocate, 19(3), 57. https://doi.org/10.1007/978-3-031-41586-9_8
    [Google Scholar]
  289. Valenzuela, A. (1999). Subtractive schooling: U.S. Mexican youth and the politics of caring. State University of New York Press. https://doi.org/10.1080/13670050208667759
    [Google Scholar]
  290. Van Manen, M. (1999). The practice of practice. In M. Lange, J. Olson, H. Hansen, & W. Bÿnder (Eds.), Changing schools/changing practices: Perspectives on educational reform and teacher professionalism. Garant.
    [Google Scholar]
  291. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4272
    [Google Scholar]
  292. Vygotsky, L. S. (2004). In R. W. Reiber & D. K. Robinson (Eds.), The essential Vygotsky. Kluwer Academic/Plenum Publishers. https://doi.org/10.1007/978-0-387-30600-1
    [Google Scholar]
  293. Walker, E., Tabone, C., & Weltsek, G. (2011). When achievement data meet drama and arts integration. Language Arts, 88(5), 365372. https://doi.org/10.58680/la201114932
    [Google Scholar]
  294. Walker, T. (2022). Survey: Alarming number of educators may soon leave the profession. National Education Association. https://www.nea.org/nea-today/all-news-articles/survey-alarming-number-educators-may-soon-leave-profession
    [Google Scholar]
  295. Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702739. https://doi.org/10.3102/0034654308330970
    [Google Scholar]
  296. Weiner, L. (2006). Challenging deficit thinking. Educational Leadership, 64(1), 4245. https://files.ascd.org/staticfiles/ascd/pdf/journals/ed_lead/el200609_weiner.pdf
    [Google Scholar]
  297. Westervelt, C., Reitz, G. and Dawson, K. (Producers), (2001), Growing Pains, informally published digital video developed in classroom project, Nodean, Alaska.
  298. wilson, g. (2019). Pre-service art education: Examining constructions of whiteness in/through visual culture. Journal of Cultural Research in Art Education, 36(1), 7389. https://doi.org/10.2458/jcrae.4942
    [Google Scholar]
  299. Wrigley, T., Thomson, P., & Lingard, B. (2012). Resources for changing schools: Ideas in and for practice. In T. Wrigley, P. Thomson, & B. Lingard (Eds.), Changing schools: Alternative ways to make a world of difference. Routledge. https://doi.org/10.4324/9780203818206
    [Google Scholar]
  300. Wynter, S. (1994). No humans involved: An open letter to my colleagues. Forum N. H. L.: Knowledge for the 21st Century, 1(1), 4271. https://doi.org/10.1177/1532708619880218
    [Google Scholar]
  301. Wynter, S. (2006). On how we mistook the map for the territory, and re-imprisoned ourselves in our unbearable wrongness of being, of desêtre: Black studies toward the human project. In L. R. Gordan & J. A. Gordan (Eds.), Not only the master's tools: African American studies in theory and practice (pp. 107169). Routledge. https://doi.org/10.4324/9781315633220
    [Google Scholar]
  302. Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 6991. https://doi.org/10.1080/1361332052000341006
    [Google Scholar]
  303. Zembylas, M. (2023). The decolonization of humanizing pedagogies in higher education: Implications for culturally responsive pedagogies. In L.-I. Rigney (Ed.), Global perspectives and new challenges and perspectives on culturally responsive pedagogies: Superdiversity and teaching practices (pp. 3649). Palgrave. https://doi.org/10.4324/9781003335719
    [Google Scholar]
  304. Zavala, M. (2013). What do we mean by decolonizing research strategies? Lessons from decolonizing, Indigenous research projects in New Zealand and Latin America. Decolonization: Indigeneity, Education & Society, 2(1), 5571. https://doi.org/10.1080/16549716.2018.1561175
    [Google Scholar]
  305. Zavala, M. (2015). From voicing to naming to re-humanization. In S. Totten (Ed.), The importance of teaching social issues: Our pedagogic creed (pp. 155165). Routledge. https://doi.org/10.4324/9781315765518
    [Google Scholar]
  306. Zurko, H., & Cayton, E. (2015). Creative learning initiative: Visual art module. https://www.austinisd.org/cli273
/content/books/9781835951880.bm01
dcterms_title,dcterms_subject,pub_keyword
-contentType:Contributor -contentType:Concept -contentType:Institution
10
5
Chapter
content/books/9781835951880
Book
false
en
Loading
This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error
Please enter a valid_number test