Degree
Master of Arts
Program
Education
Supervisor
Zhang, Zheng
Abstract
This study investigated the teacher perceptions in regard to the literacy learning and identity investment opportunities within their own Drama classrooms in Ontario. This study also addresses the challenges that were present within Drama classes when teachers tried to celebrate and incorporate cultural, linguistic, and semiotic diversity.
The theoretical tools of the study include theories on multiliteracies and identity investment. Data presented in this paper emerged from semi-structured interviews with five teacher participants.
Findings of this study show that teachers perceived that their Drama classes offered a variety of multimodal opportunities for literacy and identity investment. These opportunities did not isolate literacy or identity opportunities; rather often a single opportunity offered students a chance to engage in both literacy learning and identity investment simultaneously. This study offers suggestions regarding teacher training and on-going professional development for Drama teachers to further promote literacy and identity opportunities within Ontario secondary Drama courses.
Recommended Citation
Johnston, Megan, "Literacy and Identity Investment in Secondary Drama Courses: Using narrative inquiry to investigate teacher perceptions of the affordances of secondary Drama courses in Ontario" (2018). Electronic Thesis and Dissertation Repository. 5481.
https://ir.lib.uwo.ca/etd/5481