Date of Award
Spring 5-21-2022
Document Type
Thesis
Degree Name
MA - Master of Arts
Department
Expressive Therapies
Advisor
Dr. Angelle Cook, PhD.
Abstract
The philosophy of neoliberalism has made a significant impact on America’s public school system, as its principles push for an emphasis on standardized testing and increased evaluation in the classroom and curriculum that will ultimately make a student more marketable in the American workforce. This systemic approach leads to increased stress and anxiety among teachers, students, and school-based drama therapists alike. In this literature review, I investigate the literature on neoliberalism, its impact on teachers and therapy practices, specifically drama therapy, and how educators and therapists may resist this system through pedological approaches. I will argue that teachers and school-based drama therapists form allyship in the classroom, wherein the principles of drama therapy lend themselves to pedagogy, in order for teachers to educate beyond the confines of neoliberalist reform and use creative expression to reduce their occupational stress.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Dominiski, Madelyn, "Allyship of Teachers and Drama Therapists: How Drama Therapy Can Empower Educators Restricted by Neoliberalism; A Literature Review" (2022). Expressive Therapies Capstone Theses. 580.
https://digitalcommons.lesley.edu/expressive_theses/580
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The author owns the copyright to this work.
