We might play different parts: theatrical improvisation and anti-racist pedagogy

Samuel Jaye Tanner, Erin T. Miller, Shannon Montgomery

Research output: Contribution to journalArticlepeer-review

8 Scopus citations


This article reports on what three white critical whiteness scholars learned about the ways white supremacy was affirmed and resisted during a two-day improvisational, critical whiteness workshop. The authors relied on critical literacy to theorise the castle as a sign or text with implicit, racial meaning. Furthermore, the authors use improvisational theatre to design and make sense of critical pedagogy intended to disrupt the ongoing production of white supremacy. They consider how theatrical improvisation, as a pedagogical tool, might be used in critical whiteness pedagogy to disrupt the affirmation of white supremacy through signs and symbols.

Original languageEnglish (US)
Pages (from-to)523-538
Number of pages16
JournalResearch in Drama Education
Issue number4
StatePublished - Oct 2 2018

All Science Journal Classification (ASJC) codes

  • Education
  • Visual Arts and Performing Arts
  • Literature and Literary Theory


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