ABSTRACT
A problem highlighted by the previous studies is the difficulty many drama teachers had in approaching the issue of race directly. The majority of lessons I taught and observed explored the issue by analogy. Indeed, the one teacher who with her fifth year pupils did tackle the subject head-on, when interviewed after the lesson added the cautious footnote: 1
On the whole I think pupils in the first and perhaps second year are fairly innocent. Obviously, if it does come out of a lesson then I’ll discuss it with them. But I won’t impose it on them as being a problem. Because I think when you discuss something like that you’re saying ‘This is a problem’.
