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Katie Dawson

Katie Dawson uses the arts to increase equity, access, and belonging in education. She is an associate professor at The University of Texas in Austin and heads the MFA in Drama and Theatre for Youth and Communities program. At her university, Katie is Provost’s Teaching Fellow and received the College of Fine Arts Distinguished Teaching Award, the College of Fine Arts Distinguished Research Award, and the Regents Outstanding Undergraduate Teaching Award. Katie also serves as the head of Creative Collaborations for the Planet Texas 2050 Climate Resilency transdisciplinary research project at UT Austin. Her research has also been acknowledged by the American Alliance of Theatre and Education with the Winifred Ward Scholar Award and the Creative Drama Award. Globally, Katie is a recognized speaker and trainer on drama-based pedagogy in education. She has led multi-year consulting partnerships focused on the arts in education with universities in Taiwan, Australia, and with the U.S. Embassy system in Croatia, Bosnia and Herzegovina, and Poland focused on critical thinking and perspective taking in education. She formally held a two-year appointment with The University of South Australia and The Department for Education focused on pedagogical innovation. Her co-authored, award-winning books include: The Reflexive Teaching Artist and Drama-Based Pedagogy: Activating Learning Across the Curriculum. Open-source resources on her work in drama-based pedagogy can be accessed at:

凯蒂·道森运用艺术来增进教育中的公平、可及性和归属感。她是得克萨斯大学奥斯汀分校的副教授,负责戏剧与青少年社区的硕士项目。在她所在的大学,凯蒂是教务长的教学研究员,并获得美术学院杰出教学奖、美术学院杰出研究奖以及校董会优秀本科教学奖。凯蒂还担任得克萨斯大学奥斯汀分校“Planet Texas 2050气候适应能力跨学科研究项目”的创意合作负责人。



Drama for Schools: Exploring Drama-Based Pedagogy methods to connect, to create, and to conspire for positive change in education

I take the opportunity to speak about how and why drama/theatre can and should be used to create more just, equitable, and inclusive learning environments in education. Specifically, I hope to share brief case studies from twenty years of transformative professional learning in arts integration with arts/non-arts educators and young people in a wide variety of K-12, university, and community-engaged contexts. This may look like: Examples from our initial co-development of the Drama for Schools program with a Koyukon Athabascan community in the northern interior of Alaska based in culturally responsive teaching and learning methods. 

A brief overview of our local, Texas, Creative Learning Initiative - a 10 year collective impact model working to build and sustain arts-rich schools. 

I’ll share our six-year project in Australia, focused on using creative body-based learning and Aboriginal ways of knowing in mathematics and science education. From Australia, I can briefly touch on our co-developed Student/Teacher Learning Community model, where students are trained alongside teachers to lead drama-based lessons. 

I’ll also share learning from 10 years, and 12 projects with the U.S. Embassy/State Department in Croatia, Bosnia and Herzegovina, and Poland. This work brings together educators in post/conflict regions to increase perspective taking in education across ethnic divides. 

Finally, I’ll share either our work in Taiwan where we used drama to explore EMI teaching methods, and critical/creative teaching for university and K-12 educators; OR, my most recent work in climate change resiliency and youth participatory action research. 









Congress themes addressed

This keynote will address all four of your key themes. I will 

(1) share my global drama education experience and practice with Drama for Schools (DFS), framed through the DFS transformative learning design which creates opportunities to build 

(2) cross-cultural communication and understanding between disparate members in the local educational contexts. 

(3) The keynote will demonstrate how each DFS project is based in the assets/possibilities of the local community and is driven by local questions and led through local leadership to meet local needs/interests in the application of drama education across the curriculum. 

(4) Further, I will share twenty years of DFS’s evolution (and research) into a systemic, transformative professional learning model based in drama-based pedagogy and conversations about how our K-12 and university partners, have adapted drama to support ongoing, local educational needs/contexts. 



  1. 分享我在全球戏剧教育领域的经验和实践,通过“学校戏剧”(DFS)的变革性学习设计来构建机会,以建立

  2. 当地教育背景中不同成员之间的跨文化交流和理解。

  3. 主题演讲将展示每个“学校戏剧”项目如何基于当地社区的资产/可能性,并受到当地问题驱动,通过当地领导进行引领,以满足当地在跨课程应用戏剧教育方面的需求/兴趣。

  4. 此外,我将分享“学校戏剧”近二十年的发展(和研究),它已经成为一个基于戏剧教学法的系统性、变革性的专业学习模型,以及关于我们的K-12和大学合作伙伴如何将戏剧改编为支持当地教育需求/背景的持续学习。

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