Embodied Ways of Knowing

Not only our heads go to school

Abstract

This article interrogates how a holistic, hands-on teaching approach, afforded by the use of drama structures, can encourage learners to develop empathy and critical thinking, while creating safe, brave, and playful spaces for reflection and learning. I argue that engaging in play requires learners to participate fully, with their entire being: their minds, bodies, and hearts. This principle of holistic learning is also at the core of drama-based teaching and learning. This piece additionally showcases a process drama centered around the creation of (fake) news, as well as drawing on recent research highlighting drama’s ability to heighten empathy.