An exploration of pre-service student teachers’ understanding of social justice issues through theatre-in-education1

Abstract

The aim of this qualitative study was to establish how students’ understanding of social justice was enhanced through their participation in the theatre-in-education process, and its contribution to their learning. The population of the study comprised all students registered for the third-year education module, Issues and Challenges in Education-PGED 302. The population included Bachelor of Education (Foundation Phase, Intermediate Phase, and FET) students. Of the population of 300 students registered for the module, only 72 Bachelor of Education (Intermediate Phase) students who participated in the theatre-in-education presentations, constituted the sample for the study. Data comprised students’ written reflections based on their theatre-in-education experiences, which were coded and analysed thematically. The study indicated that students’ understanding of social justice in education was enhanced through their participation in their theatre-in-education presentations.