Incorporating Multicultural Education into a Drama Classroom at a Predominantly White High School
Item
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Title
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Incorporating Multicultural Education into a Drama Classroom at a Predominantly White High School
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Creator
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Troy Pennington
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Degree Name
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Master of Arts in Teaching (initial licensure)
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Project Type
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Action Research Project
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Date
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6/15/2025
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Abstract
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This action research project explores how multicultural education, framed through social justice, can be meaningfully integrated into a drama program at a predominantly white high school. Grounded in James A. Banks’ (2016) framework, specifically content integration, prejudice reduction, and empowering school culture, the study addresses the lack of representation and inclusive pedagogy in traditional theater education. Conducted in a rural Oregon high school, the project spanned two units, totaling fifteen days. Data included student work, reflections, performances, and observations, analyzed using open coding and inductive thematic methods. Four key themes emerged: a unified classroom culture, increased academic participation, student voice and empowerment, and the disruption of dominant narratives. Findings show that when students are supported in exploring identity and injustice through theater, they engage more deeply and empathetically. The project highlights the transformative potential of culturally responsive, student-centered arts education and offers guidance for creative inclusive, socially conscious learning environment.
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Keywords
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multicultural education
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high school drama
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drama
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Committee Member
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Amy Bowden
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Melanie Landon-Hays
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Rights
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Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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https://rightsstatements.org/page/InC/1.0/?language=en
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Language
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eng
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Type
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Text
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Identifier
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TroyPennington_ARP_2025
