The Story of Drama Club: A Contemporary Counternarrative of a Transformative Culture of Teaching and Learning for Disenfranchised Black Youth in the School-to-Prison Pipeline

• Pane, Debra Mayes ^[1]
  1. [1] Florida International University

     Florida International University

     Estados Unidos

     
• Localización: REMIE: Multidisciplinary Journal of Educational Research, ISSN-e 2014-2862, Vol. 5, Nº. 3, 2015 (Ejemplar dedicado a: October), págs. 242-267
• Idioma: inglés
• DOI: 10.17583/remie.2015.1522
• Títulos paralelos:
  • La Historia del Drama Club: Una Contranarrativa Contemporánea de una Cultura Transformadora de la Enseñanza y Aprendizaje para Jóvenes Negros en la Vía de la Escuela a la Cárcel
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este estudio exploró un contranarrativa contemporánea del Drama Club, una cultura transformadora de enseñanza y el aprendizaje con jóvenes negros excluidos conducidos sistemáticamente fuera del aula y a la vía de la escuela a la cárcel. Se recogieron y ensamblaron datos auto/biográficos y auto/etnográficos, como una metáfora de las experiencias de maestros y estudiantes en el Drama Club y de su comprensión del proceso de enseñanza y aprendizaje y de sí mismos. La historia colectiva del Drama Club se analizó desde el foco de la pedagogía culturalmente sensible y la teoría crítica de la raza en educación. Se incluyen implicaciones para la investigación futura y para la formación del profesorado que persigan impactar en los estudiantes excluidos.

  • English

    This study explored a contemporary counternarrative of Drama Club, a transformative culture of teaching and learning for disenfranchised Black youth who had been systematically funneled out of classrooms and into the school-to-prison pipeline.  Auto/biographical and auto/ethnographical data were collected and assembled as a metaphor of the teachers’ and students’ experiences in Drama Club and their understanding of the teaching and learning process and of themselves within it.  The collective story of Drama Club was analyzed through the lens of culturally responsive pedagogy theory and critical race theory in education.  Implications for future research and teacher education that set out to impact disenfranchised students are included.

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