‘A Caesar for our time’: Toward empathy and perspective-taking in new teachers’ drama practices in diverse classrooms

Document Type

Article

Publication Title

Research in Drama Education: The Journal of Applied Theatre and Performance

ISSN

1356-9783

Volume

25

Issue

2

DOI

10.1080/13569783.2020.1730170

First Page

236

Last Page

255

Publication Date

1-1-2020

Abstract

Within a partnership between a California university and Globe Education (Shakespeare’s Globe, London), this study features early-career teachers working to infuse Shakespeare and drama in diverse K-12 classes. Teachers needed links between a five-day immersive London course and new jobs in diverse California schools. A three-day university Institute a year later provided a structural bridge, featuring unit designs and drama activities for Julius Caesar. Empathy and perspective-taking provided a conceptual/thematic bridge, making text and activities timely for democratic, equitable societies. Adaptive teaching provided a pedagogical bridge, guiding teachers to make partnership practices meaningful. Two first-year teacher cases illustrate challenges and possibilities.

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