Laughing into Legitimacy: Comedic Improvisation and the Reorganization of Multicultural Classrooms
DOI:
https://doi.org/10.34630/e-rei.vi14.7421Keywords:
Comedic improvisation, Classroom legitimacy, Multicultural drama educationAbstract
Highly regulated schooling cultures increasingly equate achievement with correctness, composure, and examinable performance, leaving many learners emotionally guarded and creatively riskaverse. Drama education offers an alternative learning ecology grounded in embodiment, relation, and meaning-making, yet comedy remains undertheorized inside dominant drama-education frameworks, especially across East Asian and Confucian-heritage contexts where humor can be read as disorder or disrespect. This paper theorizes comedic improvisation as a culturally negotiable pedagogical practice that reshapes classroom participation through shifts in recognition, authority, and expressive legitimacy. A qualitative, interpretive secondary synthesis draws on 42 published qualitative sources and 286 analyzable evidence units, including classroom interaction excerpts, teacher reflections, student voice, activity descriptions, applied theatre manuals, and policy-oriented accounts from the United Kingdom, Australia, and China. Analysis combines theoretical thematic mapping with cultural–pedagogical mediation, anchored in Stuart Hall’s account of representation and meaning regulation and extended through Applied Theatre scholarship on participation, co-authorship, and process-led learning. Findings show consistent interactional mechanisms across contexts: collective laughter lowers the social cost of exposure; rolebased framing buffers dignity and face-risk; acceptance-driven continuation sustains creative flow; peer repair converts hesitation and error into shared narrative resources; multimodal entry pathways (gesture, chorus, object play, one-line turns) widen access for multilingual and marginalized learners. Cross-cultural comparison clarifies how local seriousness norms and authority optics shape the legitimizing routes comedy requires, especially in exam-oriented environments. The paper’s main contribution lies in reframing comedic improvisation as semiotic reorganization: classroom competence shifts from correctness toward responsiveness, enabling emotional openness and creative divergence to appear as legitimate participation within multicultural learning.
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