ABSTRACT In this article, we narrate a self-study that emerged through a collaborative, arts-based inquiry around Latinx diversity, especially those arising from citizenship status at the individual and family level. Coming from distinct professional educational landscapes (theatre/drama education, middle/secondary education, and elementary education), we worked inter-disciplinarily to orchestrate a series of workshops for a cohort of elementary teacher education candidates. Our specific focus was rooted in the meanings that applied theatre teaching strategies suggested for us as teacher educators and for the teacher candidates we prepare to teach in schools. We also sought implications that might cultivate broader critical discourses within and across teacher education about diversity. Our blending of self-study with arts-based pedagogies was a purposeful effort to expand our students’ and our own professional subjectivities by disrupting xenophobic and racialized public discourse about national borders using play-based strategies to foster risk and generativity.

中文翻译：

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应用剧院和混合身份家庭：与教师教育候选人的协作式自学

摘要在本文中，我们叙述了一项自学，这种自学是通过围绕拉丁语多样性（尤其是因个人和家庭级别的公民身份引起的基于艺术的协作性询问）出现的。来自不同的专业教育领域（戏剧/戏剧教育，中学/中学教育和基础教育），我们跨学科工作，为一批基础教师教育候选人安排了一系列工作坊。我们的具体重点在于应用戏剧教学策略为我们作为教师教育者和我们准备在学校教书的应聘者所建议的含义。我们还寻求了可以在关于多样性的教师教育之内和之间培养更广泛的批判性论述的启示。