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dc.contributor.author Medina, Carmen L.
dc.contributor.author Campano, Gerald
dc.date.accessioned 2019-05-10T13:51:02Z
dc.date.available 2019-05-10T13:51:02Z
dc.date.issued 2006-03
dc.identifier.citation Medina, C. & Campano, G. (2006). Performing identities through drama and teatro practices in multilingual classrooms. Language Arts, 83(4), 332-341. en
dc.identifier.uri http://hdl.handle.net/2022/23025
dc.description.abstract This article provides evidence from our work as teachers, drama facilitators and researchers that drama potentially affords a generative nexus between the students’ own identities and more expansive understandings school-based literacy practices. We examined data from two separate fifth grade classroom studies on drama and literacy to show how drama may in fact open critical spaces within which students negotiate diverse perspectives and collaboratively generate knowledge. These perspectives and knowledge can then be put in the service of their own educational and social empowerment. en
dc.language.iso en en
dc.publisher Language Arts en
dc.relation.isversionof http://www.ncte.org/journals/la/issues/v83-4 en
dc.subject Diversity en
dc.subject Language en
dc.subject Literacy en
dc.subject Pedagogy en
dc.subject Elementary en
dc.title Performing Identities through Drama and Teatro Practices in Multilingual Classrooms en
dc.type Article en


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