In a time of increasing educational censorship and heightened socio-political tension, educators face significant barriers to addressing critical topics such as identity, power, and privilege in their classrooms and on their stages. This tension highlights the duality of progress and tradition—how do we honor the foundational principles of democratic education while challenging restrictive practices that limit its potential? With a focus on personal and professional growth, this playful, interactive session fosters inclusive dialogue and critical reflection on educational censorship and book banning within our school and larger communities. In it, we will discuss the value of developing an improvisational ethos in contributing to democratic education, and will engage in a series of Role Work and Process Drama activities to consider diverse voices and perspectives on educational censorship. Each activity serves the dual purpose of offering teachers adaptable methods for classroom application while also inviting them to reflect on their own beliefs, biases, and approaches to addressing challenging topics. Through these exercises, participants will explore the complex interplay between partisan politics, community stakeholders, and local educational institutions, gaining a deeper understanding of the nuance and varied perspectives that shape educational policy decisions and classroom practices. By inviting participants to step into new roles and viewpoints, the session encourages curiosity, reflection, and dialogue, ultimately equipping teachers with strategies to engage meaningfully with their students and communities, with the goal of fostering a more just and dynamic educational environment.
