Abstract

Drama in Education (DiE) is a valuable site for the practice of critical pedagogy. However, there is little research that explores the critical potential of drama as a methodology for teaching and learning across the curriculum in a Latin American context. This study analyses the critical pedagogical potential of DiE for the practices of Chilean teachers. Findings revealed that for most teachers, learning about DiE strengthened their critical pedagogical mission. Teachers recognised DiE’s potential for democratising their classrooms. However, teachers also identified difficulties in the application of DiE, citing motivating equal participation in students, identifying drama strategies that best suited curricular aims, and insufficient time for reflection as particular challenges.