PhD project

Participatory Theatre as a Pedagogy to Promote Diversity, Equity and Inclusion in Teacher Education

How can a participatory theatre-based pedagogy support pre-service teachers in The Netherlands in developing critical awareness and an active change-agent identity with respect to diversity, equity and inclusion in educational contexts?

Duration: 2025 - 2029
Contact: Ieke van Dam
Funding: NWO

Researchers

Ieke van Dam MSc - PhD candidate
prof. dr. Nadira Saab - supervisor
dr. Tessa Mearns - co-supervisor
dr. Roald Verhoeff - co-supervisor
dr. Tamara van Woezik - co-supervisor

This research project explores how Theatre of the Oppressed can be used as a practical tool in teacher education to help pre-service teachers critically examine power structures in education, resist oppression, and create more inclusive learning environments.

Main research question

Summary

Despite growing awareness of Diversity, Equity, and Inclusion (DEI) in Dutch higher education, inequalities persist. Marginalized students often experience microaggressions, an exclusionary curriculum, and limited role models — all of which reduce their sense of belonging and increase drop-out rates. This innovative research combines Critical Pedagogy and Theatre of the Oppressed to surface pressing DEI topics in Teacher Education and equip pre-service teachers with practical skills to recognize and challenge these inequalities.

By engaging students as co-researchers and co-creators, the project aims to empower marginalized pre-service teachers, promote belonging, and ultimately foster a more diverse teacher population. In the long term, it hopes to inspire concrete frameworks and policies for a fairer education system, in academia as well as secondary education.

Scientific relevance

The project addresses a clear evidence gap in Dutch teacher education research regarding DEI, belonging, and microaggressions. Unlike contexts such as the USA — where research into DEI in teacher education is more established — the Netherlands lacks robust, context-specific studies exploring how social justice pedagogy can be operationalized in practice. This research therefore contributes new, situated knowledge about how participatory, critical pedagogical methods can be integrated into Dutch academic teacher training.

Methodologically, the study also pushes boundaries by combining traditional qualitative data (interviews, observations) with innovative sources like co-created theatrical scripts and performances. This mixed, arts-based approach can enrich the scientific understanding of how complex social dynamics unfold in educational contexts. The findings can inform theoretical frameworks on DEI, contribute to the global discourse on inclusive education, and provide a foundation for future interventions and policy development in higher education.

Social relevance

Concrete tools for creating inclusive learning environments and addressing microaggressions remain scarce. This project evaluates if a Theatre of the Oppressed-based pedagogy can be operationalized to empower pre-service teachers to critically examine power structures, recognize exclusionary practices, and develop skills to resist discrimination in their future classrooms.

By involving pre-service teachers as co-researchers and active participants, the project offers a place for underrepresented pre-service teachers to be heard which fosters a sense of belonging to the university. The content , having a place to voice their ideas, agency, and responsibility for change. This has direct benefits: improved student well-being, lower dropout rates for marginalized students, and ultimately, a more inclusive and equitable educational system that better serves a diverse society.

Picture: Caio Amorim, Escola de Teatro Popular