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dc.contributor.advisorMartin, Barbara N. (Barbara Nell), 1952-eng
dc.contributor.authorMaples, Carol J.eng
dc.date.issued2008eng
dc.date.submitted2008 Springeng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on June 9, 2009)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2008.eng
dc.description.abstractThis qualitative study focused on the use of Interactive Theatre as professional development in higher education to give voice to the marginalized. The researcher viewed the study through the lens of Critical Race Theory which emphasizes the power of storytelling to reduce alienation of marginalized groups who find themselves invisible and silent. The study population consisted of the leader of an Interactive Theatre program used for professional development, faculty and graduate teaching assistants who had participated in the program, and members of the Interactive Theatre troupe. The setting was a large Midwest university. Data collection methods included audio-recorded interviews and observations of individuals and a focus group, observation of an Interactive Theatre presentation, and document analysis. Through data analysis, two themes emerged which showed an awakening to issues associated with diversity and empowerment to address those issues were results of having participated in the Interactive Theatre program. Implications of this inquiry for practice in education could impact both K-12 institutions and higher education institutions as they address the issues of diversity and giving voice to the marginalized, thus creating truly inclusive campus climates.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb68821943eng
dc.identifier.oclc379425381eng
dc.identifier.urihttps://doi.org/10.32469/10355/5506eng
dc.identifier.urihttps://hdl.handle.net/10355/5506
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshParticipatory theatereng
dc.subject.lcshImprovisation (Acting)eng
dc.subject.lcshLaboratory schoolseng
dc.titleGiving voice : the use of interactive theatre as professional development in higher education to reduce alienation of marginalized groupseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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