Supporting teachers' critical reflection through the embodied practice of the Rainbow of Desire

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    I draw on theories of embodied and critical reflection to propose how Boal’s The Rainbow of Desire (TRoD) develops teachers’ critical consciousness by supporting them to interrogate practice through the lens of power. In particular, the embodied, emotional, problem-posing, and collaborative characteristics of TRoD offer an embodied approach to critical reflection that makes visible the structures and dynamics of power informing teachers’ decisions and actions and the possible consequences for their students.

    Original languageEnglish
    Pages (from-to)401-417
    Number of pages17
    JournalThe Educational Forum
    Issue number4
    Publication statusPublished - 2 Oct 2019


    • critical pedagogy
    • critical research
    • embodied reflection
    • power
    • The Rainbow of Desire
    • Theatre of the Oppressed

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