Abstract
Schools do not simply reflect the problems of the larger society, they perpetuate them. Schools are designed to create citizens, fill market needs, and generally replicate the socioeconomic divisions represented by the student population and in society as a whole (Apple, 1995). Consequently, students of color and the urban poor experience the same oppression and lack of substantial opportunities for advancement in schools that are reflected in wider society. They attend schools that are under-resourced and prepare them to fill the same lower socio-economic slots occupied by the members of their communities (Fine and Weis, 2003; Apple, 1995; Ladson-Billings, 1994). Further, “young people who are subjugated by oppressive social, economic and cultural forces are denied any real sense of agency and lack a capacity to act on and change their world” (McInerney, 2009, p. 28).
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Nelson, B. (2011). Power And Community In Drama. In: Schonmann, S. (eds) Key Concepts in Theatre/Drama Education. SensePublishers. https://doi.org/10.1007/978-94-6091-332-7_13
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DOI: https://doi.org/10.1007/978-94-6091-332-7_13
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