Drama and theatre-based work forms can enhance teachers' equity literacy skills, or prerequisites to those skills¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review concludes that drama and theatre-based work forms can enhance teachers' equity literacy skills, or prerequisites to those skills, based on synthesis of the 26 included articles. → Meedendorp 2025

Evidence¶

Meedendorp 2025¶

Meedendorp, E., & Deunk, M. (2025). Stimulating teachers’ equity literacy through drama and theatre-based work forms: A systematic review. Educational Research Review, 46, Article 100664. https://doi.org/10.1016/j.edurev.2025.100664

q2 · i? · review · r?

The review's overall conclusion from synthesising the 26 included articles; the finding is hedged ("can enhance") and covers both equity literacy skills themselves and prerequisites to those skills. No pooled effect size is printed.

"The findings suggest that drama and theatre-based work forms can enhance teachers' equity literacy skills, or prerequisites to those skills, and, consequently, can be applied in pre-service and in-service teacher professional development aiming at educational justice."

Discussion¶

Related Claims¶

• Drama and theatre-based work forms are used in teacher education to elicit critical reflection among teachers as preparation for the diverse classroom — a narrower finding that bears on this claim
• Drama and theatre-based work forms in teacher education are associated with equity-related outcomes including empathy, perspective-taking, collaboration, attitude shifts, and advocacy — related
• A systematic review identified 26 eligible articles on drama and theatre-based work forms in teacher education, analysed using Gorski's equity literacy approach as a framework — related