Abstract

The purpose of this paper is to explore the value of the reflective practice component of drama pedagogy for the development of critical consciousness among preservice English methodology students. The study adopted a qualitative approach and a phenomenological design to understand how preservice students experienced participation in their group’s production of their play “Sophiatown.” The research process commenced with the implementation of drama-in-education workshops for consciousness awareness, leading to the group’s presentation of their researched play on forced removals from Sophiatown. After the students’ presentation of the play, focus group interviews were conducted to understand how they experienced their participation in the drama through a critical reflection process. The focus group interviews were audio-recorded, transcribed, and analyzed thematically. The themes emerging from the students’ critical reflections, based on their participation in the play, indicate that their critical consciousness was enhanced due to the play-building process and that they acquired a better understanding of their future roles as socially just teachers. The study indicates that critical reflective practice, which is synonymous with drama pedagogy, has the potential to enhance critical consciousness among preservice teachers. The findings of this study will contribute to our understanding of how drama pedagogy could be implemented in university contexts for the development of critical consciousness.