Annotated Bibliography

Ackroyd, J., & O'Toole, J. (2010). Performing research: tensions, triumphs and trade-offs of ethnodrama. Trentham Books.

• Ackroyd and O'Toole curate five case studies of ethnodrama used as a qualitative research tool. Critical to my study is the discussions of balancing the need for high aesthetic art expression for maximized audience engagement, while balancing agendas of education and community engagement. What choices and trade-offs need to be made in that process?

Barone, Thomas E., and Eisner, Elliot W. (2011). Arts Based Research. Sage Publications.

• A comprehensive look at the field of arts-based research as a qualitative research paradigm. Baron and Eisner argue against the "standardization" of research methodology and what constitutes "legitimate" research in the field. They also discuss politics and ethics within the field of arts-based research.

Denzin, N. (2020). Performing Critical Pedagogy in a Politicized Public Sphere. Qualitative Inquiry, 26(2), 238-241.

• In this article, Denzin uses The Tectonic Theatre Project's The Laramie Project and The Laramie Project: Ten Years Later as examples of ethnodrama being used as a form of critical pedagogy, and that performance is a form of activism and a catalyst for conversation and change.

Hammond, W., & Steward, D. (Eds.). (2008). Verbatim Verbatim. Oberon Books.

• Hammond and Steward have brought together an assortment of verbatim performance artist researchers who all discuss their work in verbatim performance. The central idea of the book is that "Instead of adapting or repackaging experiences or observations within a fictional situation, a verbatim play acknowledges, and often draws attention to, its roots in real life." In this sense, verbatim theatre both reflects and changes society.

Leavy, P. (2017). Handbook of Arts-Based Research. Guilford Publications.

• In this work compiled through the experiences and lenses of several different artists and artforms, Leavy discusses the effectiveness of using art to collect and convey research.

Saldaña, J. (2011). Ethnotheatre: research from page to stage. Left Coast Press.

• Saldaña writes of ethnodrama, “the artistic project is not only aesthetic, it possesses ‘emancipatory potential’ for motivating social change within participants and audiences. Ethnotheatre is a manifesto that exposes oppression and challenges the existing social order through an artistic rendering of moral and political discourse” This source is beneficial to my research to help unlock that emancipatory potential for participants and communities impacted.

Salvatore, J. (2020). Scripting the ethnodrama. In P. Leavy (Ed), The Oxford Handbook of Qualitative Research. Oxford University Press.

• In this chapter, Joe Salvatore describes his process for creating verbatim performance and documentary theatre. This is the same model I intend to follow in my own research.

Rural Life, Poverty, and White Supremacy

Badger, E. (2018, May 22). Rural and Urban Americans, Equally Convinced the Rest of the Country Dislikes Them. The New York

Times. https://www.nytimes.com/2018/05/22/upshot/rural-and-urban-residents-feel-disparaged-pew-survey.html

• This New York Times article describes the political divides that have emerged in America based on geographical space and community, rural and urban. It goes on to discuss how this division can and has been exploited for political gain.

Groenke, Susan L., and Jan Nespor. “‘The Drama of Their Daily Lives’: Racist Language and Struggles Over the Local in a Rural

High School.” Rural Education for the Twenty-First Century: Identity, Place, and Community in a Globalizing World, edited by Kai A. Schafft and Alecia Youngblood Jackson, Pennsylvania State University Press, 2010.

• An ethnographic look at white, male, rural students that use racist language as a way to divide and segregate not only others but themselves in an attempt to create a separate rural identity.

Isenberg, Nancy. White Trash: The 400-Year Untold History of Class in America. Viking, 2016.

• Set in the moment of the 2016 US presidential election, Isenberg deconstructs the idea of "white trash," illustrating the history, politics, and injustice that have fed into rural, white poverty. This book investigates the malevolent nature of class and how poor whites have been exploited as a political tool through history.

Litcher, D. L., Parisi, D., Grice, S. M., & Taquino, M. C. (2007). National Estimates of Racial Segregation in Rural and Small-Town America. Demography, 44(3), 563-581.

• This geographical study provides national estimates for rural segregation in America. It provides and analysis of contemporary trends of rural segregation, as well as studying trends of the migration of more people of color into rural areas.

Medina, R. M., Nicolosi, E., Brewer, S., & Linke, A. M. (2018). Geographies of Organized Hate in America: A Regional Analysis. Annals of the American Association of Geographers, 108(4), 1006-1021.

• This study analyzes the threat of domestic extremism in America, especially in rural communities where "less diversity, more poverty, less population change, and less education" make these areas more susceptible to organized hate. This study calls for the need for more understanding of organized hate, and more understanding of rural life.

Wuthnow, Robert. The Left Behind: Decline and Rage in Rural America. Princeton University Press, 2018.

• In this book, Wuthnow leads a conversation of the moral order of rural communities, and the culture that has led to what is perceived as rural rage. He breaks down the history of rural poverty and how these communities have felt left behind by the broader American society, and highlights how bigotry has been fueled in these communities.

Anti-Racist Pedagogy and Theatre Education

Baldwin, M. (2007). White anti-racism: Is it really ‘no go’ in rural areas? Social Work Education, 15(1), 18-33.

• In this article, Baldwin challenges the myth that anti-racist teaching practices and curriculums are a "no-go" in rural areas, because because of the hegemonic nature of these communities.

Castagno, A. E. (2013). Multicultural Education and the Protection of Whiteness. American Journal of Education, 120(1), 101-128.

• In this ethnographic study of white teachers teaching a "multicultural education", Castagno illustrates the issues with this term as it has existed in American educational systems for years. The example is given of white teachers in urban areas whose whiteness dominates multicultural teaching, creating what Castagno calls "powerblind sameness."

Gaudry-Routledge, M. E., & Binder, M. J. (2020). Educators' Perceptions of Performance-Based Approaches in Teaching Difference With Youth. LEARNing Landscapes, 13, 137-150.

• This study outlines successes with performance-based learning in teaching about systemic oppression and marginalization. "Through semi-structured interviews, four elementary and high school educators described their experiences using performance-based teaching in the classroom. A thematic analysis revealed that teachers found including such practices empowered students and influenced their understanding of their own identities as well as the systemic oppression of marginalized groups."

Linds, W., & Goulet, L. (2008). Performing Praxis: Exploring Anti-racism through Drama. Power, Pedagogy and Praxis, 1, 199-217.

• This article talks about methods educators have used to de-normalize acts of discrimination through drama praxis. Through the act of theatre, students are able to create a space of "as-if," an imagined world without oppression.

Marin, C. (2014). Enacting Engagement: Theatre as a Pedagogical Tool for Human Rights Education. Youth Theatre Journal, 28(1), 32-43.

• From the abstract: "This article examines the parallels between human rights education (HRE) and theatre/theatre education in terms of curricular goals and learning outcomes in an effort to add to the literature used by arts educators who engage in HRE and human rights educators who are interested in employing the arts in their pedagogy." The author describes the process of curricular development with this comparison in mind.

Mott, C. (2019). Precious work: white anti-racist pedagogies in Southern Arizona. Social & Cultural Geography, 20(2), 178-

197.

• An ethnographic look at white activists in Southern Arizona and their work navigating whiteness and privilege by "employing deliberately anti-racist critical pedagogies."

Rural Education

Jackson, A. Y. (2010). Rural Education for the Twenty-First Century: Identity, Place, and Community in a Globalizing World

(K. A. Schafft, Ed.). The Pennsylvania State University Press.

• This edited collection of essays and articles highlights how world events have influenced the customs, traditions, and how folks build their identities from living in a rural community. The essays in this book highlight both the opportunities and the challenges of teaching in a rural community.

McLaren, P. L., & Giroux, H. A. (1990). Critical Pedagogy and Rural Education: A Challenge from Poland. Peabody Journal of Education, 67(4), 154-165.

• Influenced by the Critical Pedagogy work of Paulo Freire, McLaren and Giroux discuss the history of challenges faced by rural communities in Poland. The challenges they describe are very similar to issues raised by scholars talking about challenges in rural America. They talk about how teachers need to view themselves in these communities as "cultural agents" in their teaching of rural students.

Reynolds, W. M. (Ed.). (2017). Forgotten Places: Critical Studies in Rural Education. Peter Lang Publishing.

• This collection of essays highlights experiences from educators in rural areas in America. Central to my research are sections that discuss how educators disrupt provincial or bigoted feelings towards communities outside of the students' experiences.

Tieken, M. C. (2014). Why Rural Schools Matter. The University of North Carolina Press.

• In this book, Tieken highlights that over 51 million Americans rely on public rural education to provide for their lives in countless ways, and that those school systems shape the racial dynamics of their communities as well as sustaining the communities surrounding them.

Waterson, Robert A., and Eric D. Moffa. “Citizenship Education for Proactive Democratic Life in Rural Communities.” Education, Citizenship and Social Justice, vol. 11, no. 3, Nov. 2016, pp. 213–30.

• This article discusses the experiences of educators teaching citizenship to rural students in an effort to expose them and activate them into democratic life. The authors specifically talk about how the benefits of living in a rural area can be leveraged to teach in this way, and the success teachers have had in that endeavor.

Critical Race Theory and Anti-Racism

Casey, Z. A. (2016). A pedagogy of anticapitalist antiracism : whiteness, neoliberalism, and resistance in education. State

University of New York Press.

• In this book, Casey describes the current state of public education in America that has centered whiteness and capitalist ideals into the basis of how it operates. This book traces the history of whiteness and Capitalism and how systems in America have operated to maintain Racism. Casey then describes how those systems have built racist ideologies into the way schools function.

Delgado, R. (2012). Critical Race Theory: An Introduction. New York University Press.

• This book is primer for a discussion of the racist systems in America that are upheld throughout history and into the present, and how those systems are reinforced by economics and politics.

Kendi, I. X. (2019). How to be an Antiracist. Penguin Random House.

• In this New York Times bestselling book, Kendi describes how the ideology of racism extends into hate in all forms: sex, gender, body type, etc. and creates false hierarchies of humanity. Kendi highlights multiple ways systems of racism are upheld, but then goes a step further to explore how those systems can be dismantled.

Tieken, Mara Casey. “The Spatialization of Racial Inequity and Educational Opportunity: Rethinking the Rural/Urban

Divide.” Peabody Journal of Education, vol. 92, no. 3, May 2017, pp. 385–404.

• A history of public education as seen through the eyes of poor urban and rural students. Tieken suggests that inequity in education is not only raced and classed, it is also spatialized, maintained through geographical location.

Zamudio, M., Russell, C., Rios, F., & Bridgeman, J. L. (2010). Critical Race Theory Matters : Education and Ideology. Routledge.

• This source specifically connects Critical Race Theory (CRT) to education, and provides examples of specific issues in education through a CRT lens.

Intersectionality

Bešić, E. (2020). Intersectionality: A pathway towards inclusive education? Prospects, 49(3/4), 111-122.

• "Th[is] article not only sets out the thesis of intersectionality, but calls for the adoption of an intersectional lens in inclusive education in order to identify the interaction of multiple factors that lead to discriminatory processes in schools towards different student groups." This article argues that in order to understand the whole student, teachers must approach with an intersectional lens in order to see the full identities of students they are working with.

Davidson, S. (2020). Intersectionality: A Tool for Using Causal Layered Analysis in Education. Journal of Futures Studies, 25(2),

49-60.

• This article describes how students can be introduced to the idea of intersectionality in their own studies in order to see how different aspects of their identities are interrelated. In this way, students can apply the concept of overlapping identities to perform Causal Layered Analysis to complex, modern problems.

Hancock, A.-M. (2016). Intersectionality: an intellectual history. Oxford University Press.

• In this book, Hancock breaks down the theory of intersectionality not only as how a person can take a multi-layered look at their own identities, but also to see how those layered identities provide or take away power in their lives and how they interact with systems in the world.

Critical Pedagogy of Place

Clark, G., & Zimmerman, E. (2000). Greater Understanding of the Local Community: A Community-Based Art Education

Program for Rural Schools. Art Education, 53(2), 33-39.

• In this article, Clark and Zimmerman argue that in the same way folks in urban education focus on incorporating community and family into the educational sphere, rural educators must find ways to bridge the gap between community heritages, families, and ideals into the rural classroom. This article provides examples for how art teachers can use community-based educational programming with rural schools to provide rich experiences for students and the community.

Ford, D. R., Porfilio, B. (2015). Leaders in Critical Pedagogy : Narratives for Understanding and Solidarity. Sense

Publishers.

• This book builds off the ideologies of Critical Pedagogy introduced by Paulo Freire, and discusses how it has become a contentious and contested theory that a lot of folks have pushed back against, especially in rural or conservative communities. It provides a history of Critical Pedagogy, and goes on to highlight specific examples of educators and first-hand accounts from emerging leaders in the field. It also provides analysis for the future.

Gruenewald, D. A. (2003). The Best of Both Worlds: Critical Pedagogy of Place. Educational Researcher, 32(4), 3-12.

• This article is central to my research and theoretical framework for understanding place-based education. Gruenewald argues that a critical pedagogy is not merely enough, and he builds off of those ideas to include a place-based concept of critical theory because knowing the context that these issues are happening and being acted on matter in analysis.

Rearden, K. T., & Bertling, J. G. (2019). From Sharks to “The Big Ugly”: A Rural Art Teacher’s Transition to Place-Based

Education. The Rural Educator, 40(3), 49-61.

• This article argues that place cannot be separated from a student's experience of education, especially in contexts where place completely dictates a person's way of life, such as in rural communities. Rearden and Bertling argue that by valuing place, we value the rural experience of students, and they are able to learn better. They then describe the experiences of an art teacher using a place-based model in their teaching practice.

Tsevreni, I. (2014). The Empowering Role of Art in a Critical Pedagogy of Place. Children Youth and Environments, 24(1),

138-157.

• This article argues that art is a central tool in a place-based educational framework, and it provides a vehicle for students to express their thoughts, be critical thinkers, and boost confidence of ideas. This article uses an example of a project done with students in Athens, Greece as a model for getting students to think critically about the place where they live and use art as a way to imagine and think of outcomes for the future.