Date of Award
Spring 5-22-2021
Document Type
Thesis
Degree Name
MA - Master of Arts
Department
Expressive Therapies
Advisor
Sarah Hamil
Abstract
Anti-Black racism lies in the social, political, and economic foundations of the United States of America. Race and racism are manifestations of unhealed generational trauma that negatively impact the minds and bodies of all Americans. Black children are exposed to institutional and interpersonal racism upon entering the public school system, leading many Black students to experience discrimination and segregation, exclusionary discipline, and juvenile entry into the Prison-Industrial Complex. Educators have a unique opportunity to engage in individual and collective racial healing while fostering social change and collective healing in students. An integrated approach of individualized coaching and group embodiment, dance/movement therapy, and drama therapy interventions may provide teachers with an opportunity to improve outcomes for Black students, disrupt the school-to-prison pipeline, and encourage communal healing.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Fosler, Grace, "A Review of Integrated Embodied Therapies and Racial Healing in Public Schools" (2021). Expressive Therapies Capstone Theses. 441.
https://digitalcommons.lesley.edu/expressive_theses/441
Included in
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Rights
The author owns the copyright to this work.
