The Story of Drama Club: A Contemporary Counternarrative of a Transformative Culture of Teaching and Learning for Disenfranchised Black Youth in the School-to-Prison Pipeline

摘要

Arts and Music Education can be powerful vehicles for values education that promotes the acquisition of skills focused on learning to live together. However, the new Spanish Educational legislation neglects in its curriculum development the possibilities of art to improve coexistence. This study analyzes the views of 23 graduate students of a master's degree focused on educational psychology and specific teaching. Such opinions are collected through a qualitative questionnaire that, from a selection of certain texts, includes some questions that delve into the main theme, which is then the object of joint reflection with the interviewer. Data were analyzed using interpretive phenomenological analysis techniques. The results support the view extolling the possibilities of Arts and Music Education as a tool for improving coexistence in and beyond the school and confirm the need for recognition by legislators, educators and institutions as well as the requirement of promoting a responsive and inclusive attitude towards Arts in school.