5422519_Jacqueline Port final updated thesis submission.pdf (1.71 MB)
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Towards a Liberated Classroom: Teacher perceptions on Drama as a Tool of Social Justice

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posted on 21.09.2017, 01:34 by JACQUELINE SIMONE PORT
Teacher perspectives on Drama as a tool of social justice, suggest that Drama can be understood as a critical pedagogy based on the philosophies of radical humanist, Paulo Freire. Freire’s pedagogy of liberation aligns with the idea that Drama is a force for transformation, based on findings that Drama empowers student voice and is community-building. Participant perceptions of Drama learning as inquiry-based and collaborative, invoke Freire’s philosophy of critical literacy. This includes the view that Drama raises awareness of self and others, which echoes Freire’s philosophy of critical consciousness. These ideas emphasise Drama’s potential to advance social justice criteria in education.


Campus location


Principal supervisor

Rachel Regina

Additional supervisor 1

John Pardy

Year of Award


Department, School or Centre



Master of Education

Degree Type



Faculty of Education