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Download full textMiller, Erin T.; Tanner, Samuel J.; Murray, Tommie E. – Journal of Language and Literacy Education, 2018
This essay details what we, three White teacher-researchers, learned about how one class of fourth grade children interacted with signs such as castles, forts, and walls through a three-day improvisational workshop aimed at fostering critical literacy skills. Theories and methods of improvisational theatre offer a distinct way to approach critical…
Descriptors: Elementary School Students, White Students, Grade 4, Racial Attitudes
