In search of the glocal through process drama

Abstract

In this chapter we present findings from a case study ing Meth­ods course examining pre-service teachers' responses co the critical literary text The Streets Are Free (Kurusa, 1995). Drama strategies grounded in notions of process drama (O'Neill, 1995)-the creation of a make-believe world through improvised encounters-worked as the interpretative site for the pre-service teachers engagements. Through these creative experiences, dramatic interprctations of various sociopolitical issues framing the text were constructed. The researchers utilized elements of critical performative pedagogical theory (Giroux, 200]; Pineau, 2002, 2005), and critical discourse analysis (Gee, 1999), as theoretical and analytical lenses to examine the possibilities of using process drama as a space to observe how multiple ideological discourses were performed, enacted, and reflected upon when exploring a literary text. We po­sition critical performative pedagogy as a framework for theorizing the emer­gence of glocal hybrid, critical discourses and identities in creative literacy ex­periences.