Artist-educators’ experiences with identity and representation in theatre arts learning spaces
Title
Artist-educators’ experiences with identity and representation in theatre arts learning spaces
Creator
Carpenter, Bonnie
Description
Carpenter, Bonnie
Educational institutions struggle to find balance between free speech, academic freedom, and the advancement of representation and identity, specifically in theatre programs and arts communities. Artist–educators seem ill-equipped to confront the complexity found with issues of bias, identity, representation, and cultural appropriation within their learning spaces or to facilitate the necessary discourse to contextualize these provocative issues. The goals of this research focus on understanding artist–educators’ current experiences in theatre learning spaces concerning identity and representation, exposing potential patterns, and supporting the future foundations and frameworks that advance multicultural theatre arts spaces. Utilizing Constructivist Grounded Theory, several key findings emerged including an inconsistent understanding of identity and representation coupled with a wide variety of perceived preparedness to support conversations in the learning spaces. The research validates the need for continued conversations about diversity, equity, and inclusion (DEI) and a greater awareness concerning one’s own identity with how it is presented in theatre learning spaces from both the leader and student–artist perspective. Recognizing the inconsistency in language usage and the lack of clarity about identity and representation issues illustrates a chasm in ability to effectively talk about identity. Readers are charged to take action within their communities to build awareness, provoke conversation, and cultivate relationships that allow for authentic dialogue in order to confront the difficult uncomfortable spaces between our differences, understand that our existence is individualized and unique, and honor and celebrate the overwhelming similarities that we share as human beings.
Educational institutions struggle to find balance between free speech, academic freedom, and the advancement of representation and identity, specifically in theatre programs and arts communities. Artist–educators seem ill-equipped to confront the complexity found with issues of bias, identity, representation, and cultural appropriation within their learning spaces or to facilitate the necessary discourse to contextualize these provocative issues. The goals of this research focus on understanding artist–educators’ current experiences in theatre learning spaces concerning identity and representation, exposing potential patterns, and supporting the future foundations and frameworks that advance multicultural theatre arts spaces. Utilizing Constructivist Grounded Theory, several key findings emerged including an inconsistent understanding of identity and representation coupled with a wide variety of perceived preparedness to support conversations in the learning spaces. The research validates the need for continued conversations about diversity, equity, and inclusion (DEI) and a greater awareness concerning one’s own identity with how it is presented in theatre learning spaces from both the leader and student–artist perspective. Recognizing the inconsistency in language usage and the lack of clarity about identity and representation issues illustrates a chasm in ability to effectively talk about identity. Readers are charged to take action within their communities to build awareness, provoke conversation, and cultivate relationships that allow for authentic dialogue in order to confront the difficult uncomfortable spaces between our differences, understand that our existence is individualized and unique, and honor and celebrate the overwhelming similarities that we share as human beings.
Date
2023
Publisher
Alverno College
Extent
110 pages
Language
English
Format
PDF
Type
Text
Dissertation
Subject
Theater--Study and teaching
Identity (Philosophical concept)
Grounded theory
DEI
Theatre education
Representation
Rights
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Collection
Citation
Carpenter, Bonnie, “Artist-educators’ experiences with identity and representation in theatre arts learning spaces,” Alverno College Library Digital Commons, accessed May 14, 2024, https://alverno.omeka.net/items/show/895.