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Dysconscious racism in mainstream British voice pedagogy and its potential effects on students from pluralistic backgrounds in UK Drama Conservatoires
16 references·8 citing·30 second hop
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References

  • 1995Teaching to transgress: education as the practice of freedom8,835 cited
  • 2021Education for Critical Consciousness6,748 cited
  • 2000The feeling of what happens: body and emotion in the making of consciousness5,997 cited
  • 2021The Journal of the American Academy of Psychiatry and the Law.3,823 cited
  • 1992Border Crossings: Cultural Workers and the Politics of Education2,347 cited
  • 2003Teaching Community: A Pedagogy of Hope2,067 cited
  • 1977The economics of linguistic exchanges2,036 cited
  • 2001Language ideologies and the consequences of standardization1,237 cited
  • 2005For More than One Voice919 cited
  • 2009Teaching Critical Thinking: Practical Wisdom899 cited
  • 1991Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers721 cited
  • 1991Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers.682 cited
  • 2009Belonging489 cited
  • 1994Accent, standard language ideology, and discriminatory pretext in the courts455 cited
  • 2008Belonging: A Culture of Place395 cited
  • 2005For more than one voice: toward a philosophy of vocal expression

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350 cited

Cited by

  • 2020Online Theatre Voice Pedagogy: A Literature Review18 cited
  • 2021Communication and Resilience in Acting Students: A Qualitative Study16 cited
  • 2019De-Colonizing Listening: Toward an Equitable Approach to Speech Training for the Actor16 cited
  • 2020Decentering Listening: Toward an Anti-Discriminatory Approach to Accent and Dialect Training for the Actor11 cited
  • 2020A pedagogy for twenty-first century actor training: intracultural theatre practice which embraces pluralistic identity and plays with difference9 cited
  • 2021Supporting the performance of Noongar language inHecate7 cited
  • 2021Practicing Equity, Diversity, Inclusion, and Belonging in the Singing Voice Studio6 cited
  • 2022Exploring issues in categorisation of higher music education courses through FOI surveys of gender demographics in UK higher education institutions4 cited