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From Directing to Accompanying : = Centering Disability Justice in Theater Pedagogy.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	From Directing to Accompanying :/
Reminder of title:	Centering Disability Justice in Theater Pedagogy.
Author:	Zdeblick, Maddie N.
Description:	1 online resource (282 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
Contained By:	Dissertations Abstracts International86-01A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798383225639

From Directing to Accompanying : = Centering Disability Justice in Theater Pedagogy.
Zdeblick, Maddie N.

From Directing to Accompanying :Centering Disability Justice in Theater Pedagogy. - 1 online resource (282 pages)

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

Thesis (Ph.D.)--University of Washington, 2024.

Includes bibliographical references

In theater education, students otherwise marginalized within pK-12 schooling-namely, disabled students of color-can express themselves through multiple modalities (Collins, 2011), build interdependent agency (Zdeblick, 2023), and find homecoming in one another's stories (Kafai, 2021). However, contrary to what theater educators might wish to believe (Finneran & Freebody, 2015; Neelands, 2004), ableism and racism circulate within normative (i.e., US, white, upper-middle class, liberal, twenty-first century) pK-12 theater education contexts, impeding these kinds of liberatory processes. In this critical ethnography (Madison, 2020), grounded in Disability Critical Race Theory (DisCrit; Annamma et al., 2013), I explored how expectations about "quality" circulate within normative theater education, maintaining the arts as the property of whiteness and ability (Broderick & Leonardo, 2016; Gaztambide-Fernandez et al., 2018; Leonardo & Broderick, 2011a) and incentivizing particular teacher-student relationships and pedagogies. To illuminate this process, I engaged a group of theater educators, high school theater students, and adults labeled with intellectual and developmental disabilities in multimodal, collaborative narrative inquiry (Faulkner, 2006). Then, to disrupt this process, drawing on techniques and practices of community based co-design (Ishimaru, 2020a), I worked with a subset of participants (the teaching team) to plan and facilitate a six-week theater residency at a local inclusive pK-12 school. This program was rooted in principles of Disability Justice (Sins Invalid, 2019) and culminated with students performing their original adaptation of the Disability Justice picture book, We Move Together, onstage. I conducted retrospective cycles of inductive and deductive qualitative coding (Miles et al., 2014; Saldana, 2021) of participants' artwork and recordings of teaching team meetings, classes, interviews with teachers and students, and informal debriefs to explore how participants understood normative "quality" constructions and collaborated to disrupt them. This study illuminated how participants negotiated their conceptualizations of ableism and racism-including their complicity in these systems-and how multimodal collaborative storytelling supported them in navigating through complexity. From analysis, I further identified a set of "quality" norms, common to normative theater education, articulated by participants and a set of reimagined "quality" norms, rooted in Disability Justice, developed by our teaching team. I explored how a mixed-ability and racially diverse teaching team designed for Disability Justice in theater education and worked alongside multiply marginalized disabled students of color through pedagogies of accompaniment, engaging with individuals as artists, bringing stories to life in interaction, and creating a vessel for collective creativity. This study offers an intersectional analysis of how ableism and racism can circulate even within creative educational spaces facilitated by educators committed to social justice. Further, it offers an example of how, through slowing down, working collaboratively, and engaging with the work of Disability Justice arts-activists, theater educators can imagine and create more liberatory spaces. It offers a framework for educators interested in creating art with multiply marginalized disabled students-pedagogies of accompaniment-and considerations for how to implement this framework in practice. Finally, this study asks scholars to embrace a related framework-methodologies of accompaniment-to move with participants in more liberatory ways.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798383225639Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Disability JusticeIndex Terms--Genre/Form:

554714
Electronic books.

From Directing to Accompanying : = Centering Disability Justice in Theater Pedagogy.
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