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Articles 1 - 19 of 19

Full-Text Articles in Education

Integrating Affect And Advocacy: Suicide Prevention Education And Community-Based Performance, Sharon L. Green Sep 2018

Integrating Affect And Advocacy: Suicide Prevention Education And Community-Based Performance, Sharon L. Green

Pedagogy and Theatre of the Oppressed Journal

In this analysis of a performance-based collaboration, I argue that affect and relationship-building are vital tools in shifting cultures that stigmatize mental illness and social difference. I explain the context, logistics, and impact of a project which served as a community-based learning experience for college students. Embracing an ethics of care complemented the foundational principles of community-based performance to deepen the project's educational and affective impact on participants.


Skooz Be Hat’In: My Story Navigating And Negotiating Standard American English, Lisa M. Westbrooks Sep 2018

Skooz Be Hat’In: My Story Navigating And Negotiating Standard American English, Lisa M. Westbrooks

Pedagogy and Theatre of the Oppressed Journal

In most education systems, African American Vernacular English is not considered a language or variety of English and students who speak it are coerced into using Standard American English only. Using autoethnographic methodology I examine my personal language navigation and negotiation of Standard American English and the oppression of language and identity that accompanied it. I use storytelling to draw the reader into my childhood memories and the drifting away of my first language. As a young student and English as a Second Language teacher I have learned from these experiences and share strategies so that others may successfully reduce ...


Strategic Uses Of Essentialism In Boal’S Forum Theatre, Cameron N. Coulter Sep 2018

Strategic Uses Of Essentialism In Boal’S Forum Theatre, Cameron N. Coulter

Pedagogy and Theatre of the Oppressed Journal

Although Forum Theatre (FT) welcomes diverse perspectives to the stage, practitioners have often remarked that FT performances work best in communities that are in some way “homogeneous.” In this essay, I suggest that homogeneity is a recurrent theme in FT discussions because the structure of FT relies on consensus, and I propose that Gayatri Chakravorty Spivak’s paradigm of strategic uses of essentialism is a productive tool for understanding and evaluating moments of consensus in FT. Although Spivak eventually critiqued the term, I propose that strategic essentialism can nonetheless provide a useful model for understanding how consensus ideally operates within ...


Language Of Liberation? A Dialogue On Image Theatre Practice, Pavla Uppal, Wolfgang Vachon Sep 2018

Language Of Liberation? A Dialogue On Image Theatre Practice, Pavla Uppal, Wolfgang Vachon

Pedagogy and Theatre of the Oppressed Journal

Image work is a central and integral modality of Theatre of the Oppressed. This article examines liberatory, oppressive, and (at times) neglected aspects of Image work. Starting with the desire to know what the Image is really about, the authors invite the reader into a conversation by asking: why do we use Images, who are the Images for, how are Images experienced, and are they doing what is intended? Recognizing the inherent contradictions of using words alone to engage with Images, the authors employ a combination of text and photographs to facilitate this conversation.


The Medical Student Manifesto, Ye Kyung Song Sep 2017

The Medical Student Manifesto, Ye Kyung Song

Pedagogy and Theatre of the Oppressed Journal

Under neoliberal education systems, medical students are unable to critically engage and develop a critical consciousness because they are forced to master standardized test-taking skills and memorize medical minutiae. As insider-outsiders, medical humanists and bioethicists can shed light on the culture and power dynamics inherent in medical education. Furthermore, the medical humanities could teach medical students to critically reflect on their own human values, and to become ethical and humanistic physicians in the face of the hierarchical culture of biomedicine and neoliberal university administrations. Medical educators, through critical pedagogy, can liberate the medical student and create the potential for changing ...


“On Your Feet!”: Addressing Ableism In Theatre Of The Oppressed Facilitation, Caitlin E. Ray Sep 2017

“On Your Feet!”: Addressing Ableism In Theatre Of The Oppressed Facilitation, Caitlin E. Ray

Pedagogy and Theatre of the Oppressed Journal

Theatre of the Oppressed workshops strive to be inclusive and democratic; however, the facilitation of such workshops may actually limit inclusiveness when facilitators assume a certain level of physical ability in its participants. By considering disability scholarship and Universal Design pedagogy, I introduce specific ways in which facilitators can be more inclusive to the diversity of bodies in our workshops. I also include an example Image Theatre activity that applies my disability-conscious suggestions.


Social Movement Literacy: A Conceptual Overview, Jason Del Gandio Sep 2017

Social Movement Literacy: A Conceptual Overview, Jason Del Gandio

Pedagogy and Theatre of the Oppressed Journal

This article provides a conceptual overview of social movement literacy (SML). The purpose of SML is to help the general public become more proficient at reading and understanding the nature and function of social movements. Social movements are invaluable contributors to our collective lives, but very few people—outside of activists and specialized academics—consciously educate themselves about movement activity. SML is envisioned as an interdisciplinary, public pedagogy endeavor that brings together both scholars and activists in the attempt to establish core skills and knowledges that enable people to recognize, discuss, perhaps participate in and, if need be, intelligently critique ...


Poetry Slammin’ In The Slammer: Questioning The Limits Of Arts-In-Corrections, Rivka Rocchio Sep 2017

Poetry Slammin’ In The Slammer: Questioning The Limits Of Arts-In-Corrections, Rivka Rocchio

Pedagogy and Theatre of the Oppressed Journal

Through the process of creating—specifically of shaping new worlds of possibility through poetry and the performance of it—the arts may offer gaps in the punishment of incarceration and attempt the reclamation or claiming of individual expression. But what are the limits of artistic expression in a highly monitored and surveilled location? This reflective essay explores a performance of slam poetry by ten inmates inside Arizona's Eyman State Prison for an audience of twenty-five prisoners. Using Keoni Watson’s winning poem as a frame, Rocchio questions the reported impacts of the slam and the larger culpability of arts-in-corrections ...


Prison Is Not…But It Can Be…, Keoni K. Watson Sep 2017

Prison Is Not…But It Can Be…, Keoni K. Watson

Pedagogy and Theatre of the Oppressed Journal

This poem is a clarion call to action to confront our perceptions about what prison is and what it can be. The poem asks the reader to explore how they experience the “prison industrial complex” in their own lives, and how they might shift their views through perspective-taking to create a more holistically integrative prison experience for themselves and others. The value of the poem lay within the context in which it was created: written by person-first prison inmate Keoni Watson—during a three month performative workshop facilitated by Rivka Roccio at an Arizona State Penitentiary—to be performed as ...


“I’M Not Talking To You” “You Don’T Have To!” Trans/Scripting The Bland-Encinia Case, Melisa Cahnmann-Taylor Sep 2017

“I’M Not Talking To You” “You Don’T Have To!” Trans/Scripting The Bland-Encinia Case, Melisa Cahnmann-Taylor

Pedagogy and Theatre of the Oppressed Journal

This manifesto and trans/scription is a response to the specific violence that occurred between a Black female driver (Sandra Bland) and a white police officer (Brian Encinia) in Texas in July 2015 which resulted in Bland’s death. As an urgent #BlackLivesMatter concern, the author considers post-structuralist theories of identity and trans/scription as resources to inform identity performance and trans/imagination with more opportunities for life-giving rather than life-taking results. The author provides a series of questions and challenges to Theatre of the Oppressed practitioners for trans/scripting and trans/imaging moments of racial discrimination and terrorism for ...


Setting The Stage For Black Choice: Theatre Of The Oppressed As Container For Resistance, Black Joy, Quenna L. Barrett Sep 2017

Setting The Stage For Black Choice: Theatre Of The Oppressed As Container For Resistance, Black Joy, Quenna L. Barrett

Pedagogy and Theatre of the Oppressed Journal

This reflective essay utilizes examples of a Theatre of the Oppressed-based program with high school teens on Chicago’s South Side to illustrate how those teens use the program to express black joy as a resistance to: 1) the negative and incomplete narrative that is often told about black teens, and 2) the issues and conversations of race, police, and violence that are often experienced and ever-present. It also illustrates how those same teens, and myself as a facilitator, struggle with finding solutions to such issues in our TO work.


Enhancing The Effects Of Theatre Of The Oppressed Through Systems Thinking: Reflections On An Applied Workshop, Jennifer Luong, Ross Arnold Aug 2016

Enhancing The Effects Of Theatre Of The Oppressed Through Systems Thinking: Reflections On An Applied Workshop, Jennifer Luong, Ross Arnold

Pedagogy and Theatre of the Oppressed Journal

In this essay, we explore the idea that the use of Theatre of the Oppressed (TO) techniques in the quest for social justice, transformation, and liberation can be enhanced through application of a skill set called systems thinking. We facilitated a workshop at the 2015 Pedagogy and Theatre of the Oppressed conference in which we presented a brief introductory course in systems thinking, led guided practice using the method, and invited sharing and reflection about the fusion of systems thinking and TO. We explain the workshop in detail, discuss its impact on participants, and offer future directions for considering the ...


Beyond The Wall In Dheisheh Camp: From Local To Transnational Image-Making, Philip Hopper Aug 2016

Beyond The Wall In Dheisheh Camp: From Local To Transnational Image-Making, Philip Hopper

Pedagogy and Theatre of the Oppressed Journal

Murals and graffiti on the Israeli separation barrier near Bethlehem have been well documented by journalists and discussed in academic journals. Though the image and texts on the barrier may be “transnational” they are of little consequence to the local population. Murals and graffiti within the nearby Dheisheh Palestinian Refugee Camp consolidate local public opinion, generally about the occupation and dismemberment of the West Bank and specifically about individual martyrs or shaheed. The performative nature of these images goes beyond the act of painting them. Children from the Camp pose with these images, identifying with the abstraction of justice and ...


Students Staging Resistance: Pedagogy/Performance/Praxis, Patrick Santoro, Uriah Berryhill, Lois Nemeth, Rebecca Townsend, Deirdre Webb Aug 2016

Students Staging Resistance: Pedagogy/Performance/Praxis, Patrick Santoro, Uriah Berryhill, Lois Nemeth, Rebecca Townsend, Deirdre Webb

Pedagogy and Theatre of the Oppressed Journal

This essay archives and reimagines a collaborative student performance—inJUSTICE—developed as part of a performance and social change course. Working within the framework of critical pedagogy, the intents of this piece are several: to offer strategies for teaching a course on performing resistance and mentoring students in the development of original work; to provide insight into how students, primarily at the undergraduate level, process performance in the context of social change, as well as apply course concepts and practices in their own performance work; and to affirm a body-centered, performative pedagogy in the classroom. Also included is a video ...


Imaginative Acts Of Resistance: Dramatic Storytelling In An Elementary School Classroom, Shannon K. Mcmanimon Aug 2016

Imaginative Acts Of Resistance: Dramatic Storytelling In An Elementary School Classroom, Shannon K. Mcmanimon

Pedagogy and Theatre of the Oppressed Journal

This critical ethnographic project draws upon literature on imagination, critical literacy, and theatre to explore a sixth-grade class’s participation in a critical literacy and creative drama program. Through examples from the storytelling practices of the Neighborhood Bridges program, I outline how students and teachers (including a teaching artist) imagined, co-created, and revised storylines in their classroom; this collaboration provides an alternative to the common narrative of the constrained urban public school classroom. The resulting imaginative acts of resistance: 1) encourage and empower urban elementary students to enact relevant, collaborative community in their classrooms; 2) engage meaningful—not just functional ...


Underrepresented: In The Margins Of Education, Jennifer L. Erdely Aug 2016

Underrepresented: In The Margins Of Education, Jennifer L. Erdely

Pedagogy and Theatre of the Oppressed Journal

This poem documents and serves as a call to action to confront our perceptions in spaces of learning. The format of the poem serves as a way to “give perspective” (Faulkner 2009, 92) to those who are marginalized while contemplating voice, ownership, and responsibility. This poem’s importance lies in its margins—in those blank spaces where we as teachers, scholars, and students can write how we decide to engage our own identities, pedagogies, and performances with what is on the page. Poems allow space for other voices to be expressed—the blank space on the page is the place ...


Online Only Classes And Critical Dialogue: Toward A Faustian Bargain Ideal For Virtual Education, C. Kyle Rudick Aug 2016

Online Only Classes And Critical Dialogue: Toward A Faustian Bargain Ideal For Virtual Education, C. Kyle Rudick

Pedagogy and Theatre of the Oppressed Journal

As distance learning and Online Only Classes (OOCs) become more prevalent in higher education, it becomes increasingly urgent that critical-democratic educators continue to work toward a better understanding of liberatory praxis through technology. The goals of this essay are to explain why critical dialogue cannot be realized in OOCs, describe how blended brick-and-mortar/virtual classes may be advantageous for a critical agenda, and help orient future scholarship concerning critical pedagogy and technology toward a “Faustian bargain” ideal argued by Neil Postman. In order to reach these goals, I outline two types of educators that I believe have the most at ...


Shaking The Hands Of Our Mentors: Boal And Freire And Us, Katherine Burke, Mariana K. Leal Ferreira, Mark Weinberg Aug 2016

Shaking The Hands Of Our Mentors: Boal And Freire And Us, Katherine Burke, Mariana K. Leal Ferreira, Mark Weinberg

Pedagogy and Theatre of the Oppressed Journal

This collection of three personal narratives documents the ways in which a radical mathematics educator, a socially conscious but disillusioned theatre-maker, and a social activist seeking tools for change discovered the techniques of Pedagogy and Theatre of the Oppressed and met the wonderful men who developed them.


Editor’S Introduction To The Inaugural Issue Of Pto Journal, Jennifer L. Freitag Aug 2016

Editor’S Introduction To The Inaugural Issue Of Pto Journal, Jennifer L. Freitag

Pedagogy and Theatre of the Oppressed Journal

This brief note from the editor provides an introduction to the journal, the philosophy that has driven its development, what makes it similar to and different from other professional journals, and the individuals and organizations responsible for its inception.