The Multicultural Theatre Project and «Minority» Literature
Chapter 9. Arts-Based Critical Pedagogy: Strategies for the Classroom
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ARTS-BASED CRITICAL PEDAGOGY
Strategies for the Classroom
Traditional assessment tools like an exam, a research paper, or an in-class quiz cannot fully capture the scope of affective maturation and deep liberatory learning, although I do not doubt that this kind of “magic” happens in the classroom, even if it is sometimes behind our backs. I have had to learn to trust my students to make meaning of their educational experiences when and if they can. Yet I am often astounded by the complex journeys some of our students have traversed with grace and sometimes survived through sheer will; and, over the years, I have only been privy to some of their stories by happenstance—that is, when “something” during the course of class discussion provokes critical reflection and a student dares to share. I noticed that students often reflect on material personally and share anecdotally after I give them permission to do so. This kind of dialogical encounter is valuable and allows students to connect with course material in profound ways.
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