Developing culturally sustaining pedagogy capacity in teacher education through collaborative applied theatre with newcomers
Bibliographic record
Abstract
Newcomer K-12 students face a plethora of obstacles in the United States and Canada in a context of school systems with predominantly white teachers. This article examines the Cross-Cultural Community-Building and Applied Theatre study in which teacher candidates at a large Canadian public university collaborated with nine adult newcomers to a theater program. The author posits applied theater with newcomer community members seeking potential pathways for enhancing teaching candidates understanding of cultural differences. It was hoped that this would prepare them as anti-oppressive educators committed to culturally sustaining pedagogy. Particularly through the original Forum Theater scenes, newcomers and teacher candidates experienced interculturalidad, developing reciprocal relationships of care and criticality. These held possibilities for disrupting power hierarchies in the school system and in the larger culture. This paper analyzes the application of LatCrit pedagogies, such as counterstorytelling in the contact zone, in intercultural applied theater with adult newcomers. This is expected to provide a pathway for teacher candidates to prepare to be critical educators dedicated to uplifting the lived experiences of all marginalized students with whom they might work in the future.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".