ORBIS SCHOLAE
ORBIS SCHOLAE

Oznamujeme autorům a čtenářům, že po dohodě s nakladatelstvím Karolinum bude od roku 2024 (ročník 18) časopis Orbis scholae vycházet pouze v elektronické podobě.

Orbis scholae je odborný recenzovaný časopis zaměřený na problematiku školního vzdělávání v jeho širších sociokulturních souvislostech. Cílem časopisu je přispět k porozumění školnímu vzdělávání a jeho rozvoji, k řešení problémů praxe a vzdělávací politiky.

Časopis je zařazen do databází SCOPUS, CEEOL, DOAJ, EBSCO a ERIH Plus.

ORBIS SCHOLAE, Vol 13 No 3 (2019), 9–23

Institutions and Disadvantaged: Intervention or Oppression? Theatre of the Oppressed at the Universities

Dana Moree, Selma Benyovszky

DOI: https://doi.org/10.14712/23363177.2019.21
zveřejněno: 30. 10. 2019

Abstract

Theatre of the oppressed is a method invented for working with disadvantaged groups of population. However, it is more and more often used also at the universities which represent more elite part of the society. This contrast leads us back to the question of Augusto Boal − the inventor of the method and to the core question of the method − where are the people? While universities prepare students also for working with marginalized groups and we know that marginalized population is underrepresented there, we would like to address the same question as Augusto Boal. The aim of the article is two folded: we discuss possibilities and limits of TO for working at the universities. And we share one concrete example of the group which topic was sexual abuse at school environment.

klíčová slova: theatre of the oppressed; power; universities; teaching methods; sexual abuse

reference (87)

1. Boal, A. (1979). The theatre of the oppressed. New York: Urizen Books.

2. Boal, A. (1979). The theatre of the oppressed. New York: Urizen Books.

3. Boal, A. (1979). The theatre of the oppressed. New York: Urizen Books.

4. Boal, A. (1992). Games for actors and non-actors. New York: Routledge.

5. Boal, A. (1992). Games for actors and non-actors. New York: Routledge.

6. Boal, A. (1992). Games for actors and non-actors. New York: Routledge.

7. Boal, A. (1995). The rainbow of desire. London: Routledge.

8. Boal, A. (1995). The rainbow of desire. London: Routledge.

9. Boal, A. (1995). The rainbow of desire. London: Routledge.

10. Boal, A. (2001). Hamlet and the baker's son. My life in theatre and politics. London: Routledge.

11. Boal, A. (2001). Hamlet and the baker's son. My life in theatre and politics. London: Routledge.

12. Boal, A. (2001). Hamlet and the baker's son. My life in theatre and politics. London: Routledge.

13. Call-Cummings, M., & James, Ch. (2015). Empowerment for whom? Empowerment for what? Lessons from a participatory action research project. Networks: An Online Journal for Teacher Research, 17(2), 1-9. CrossRef

14. Call-Cummings, M., & James, Ch. (2015). Empowerment for whom? Empowerment for what? Lessons from a participatory action research project. Networks: An Online Journal for Teacher Research, 17(2), 1-9. CrossRef

15. Call-Cummings, M., & James, Ch. (2015). Empowerment for whom? Empowerment for what? Lessons from a participatory action research project. Networks: An Online Journal for Teacher Research, 17(2), 1−9. CrossRef

16. Christensen, M. C. (2014). Engaging theatre for social change to address sexual violence on a college campus: A qualitative investigation. British Journal of Social Work, 44, 1454-1471. CrossRef

17. Christensen, M. C. (2014). Engaging theatre for social change to address sexual violence on a college campus: A qualitative investigation. British Journal of Social Work, 44, 1454-1471. CrossRef

18. Christensen, M. C. (2014). Engaging theatre for social change to address sexual violence on a college campus: A qualitative investigation. British Journal of Social Work, 44, 1454−1471. CrossRef

19. <bez popisu> CrossRef

20. <bez popisu> CrossRef

21. Conrad, D. (2004). Exploring risky youth experiences: popular theatre as a participatory, performative research method. International Journal od Qualitative Methods, 12−22. CrossRef

22. Csikszentmihalyi, M. (1991). Flow. New York: Harper Perennial.

23. Csikszentmihalyi, M. (1991). Flow. New York: Harper Perennial.

24. Csikszentmihalyi, M. (1991). Flow. New York: Harper Perennial.

25. Csikszentmihalyi, M. (2013). Creativity. New York: Harper Perennial.

26. Csikszentmihalyi, M. (2013). Creativity. New York: Harper Perennial.

27. Csikszentmihalyi, M. (2013). Creativity. New York: Harper Perennial.

28. Člověk v tísni. (2017). Jeden svět na školách: Zpráva o dotazníkovém šetření na středních školách z roku 2017 včetně porovnání s rokem 2014, 2012 a 2009. Praha: autor.

29. Člověk v tísni. (2017). Jeden svět na školách: Zpráva o dotazníkovém šetření na středních školách z roku 2017 včetně porovnání s rokem 2014, 2012 a 2009. Praha: autor.

30. Desai, S. R. (2017). Utilizing theatre of the oppressed within teacher education to create emancipatory researchers. Multicultural Perspectives, 19(4), 229−233. CrossRef

31. Desai, S., R. (2017). Utilizing theatre of the oppressed within teacher education to create emancipatory researchers. Multicultural Perspectives, 19(4), 229-233. CrossRef

32. Desai, S., R. (2017). Utilizing theatre of the oppressed within teacher education to create emancipatory researchers. Multicultural Perspectives, 19(4), 229-233. CrossRef

33. Dewey, J. (1903). Democracy and education. The Elementary School Teacher, 4(4), 193−204. CrossRef

34. Dewey, J. (1903). Democracy and education. The Elementary School Teacher, 4(4), 193-204. CrossRef

35. Dewey, J. (1903). Democracy and education. The Elementary School Teacher, 4(4), 193-204. CrossRef

36. Dewey, J. (1916). Democracy and education. New York: Barnes & Noble.

37. Dewey, J. (1916). Democracy and education. New York: Barnes & Noble.

38. Dewey, J. (1916). Democracy and education. New York: Barnes & Noble.

39. Dewey, J. (1938). Experience and education. New York: Kappa Delta Pi.

40. Dewey, J. (1938). Experience and education. New York: Kappa Delta Pi.

41. Dewey, J. (1938). Experience and education. New York: Kappa Delta Pi.

42. Fendler, L. (2001). Educating flexible souls: The construction of subjectivity through developmentality and interaction. In K. Hultqvist & G. Dahlberg (Eds.), Technologies of the self: A seminar with Michael Foucault (pp. 119−142). London: Tavistock Publication.

43. Fendler, L. (2001). Educating flexible souls: The construction of subjectivity through developmentality and interaction. In K. Hultqvist & G. Dahlberg (Eds.), Technologies of the self: A seminar with Michael Foucault (pp. 119-142). London: Tavistock Publication.

44. Fendler, L. (2001). Educating flexible souls: The construction of subjectivity through developmentality and interaction. In K. Hultqvist & G. Dahlberg (Eds.), Technologies of the self: A seminar with Michael Foucault (pp. 119-142). London: Tavistock Publication.

45. Freire, P. (1974). Education: the practice of freedom. Santiago (Chile): Institute for Agricultural

46. Freire, P. (1974). Education: the practice of freedom. Santiago (Chile): Institute for Agricultural Reform.

47. Freire, P. (1974). Education: the practice of freedom. Santiago (Chile): Institute for Agricultural Reform.

48. Reform.

49. Giesler, M., A. (2017). Teaching note - theatre of the oppressed and social work education: radicalizing the practice classroom. Journal of Social Work Education, 53(2), 347-353. CrossRef

50. Giesler, M., A. (2017). Teaching note - theatre of the oppressed and social work education: radicalizing the practice classroom. Journal of Social Work Education, 53(2), 347-353. CrossRef

51. Giesler, M. A. (2017). Teaching note − theatre of the oppressed and social work education: radicalizing the practice classroom. Journal of Social Work Education, 53(2), 347−353. CrossRef

52. <bez popisu> CrossRef

53. <bez popisu> CrossRef

54. Gkofa, P. (2017). Promoting social justice and enhancing educational success: suggestions from twenty educationally successful Roma in Greece. Urban Review, 49, 498−509. CrossRef

55. Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34-46. CrossRef

56. Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34-46. CrossRef

57. Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34−46. CrossRef

58. Mann, S. (2008). Study, power and the university: The institution and its effects on learning. New York: McGraw-Hill Education.

59. Mann, S. (2008). Study, power and the university: The institution and its effects on learning. New York: McGraw-Hill Education.

60. Mann, S. (2008). Study, power and the university: The institution and its effects on learning. New York: McGraw-Hill Education.

61. <bez popisu> CrossRef

62. <bez popisu> CrossRef

63. Moree, D., Vavrova, T., & Felcmanova, A. (2017). Blue or red, why do categories attract? Urban Review, 49, 498−509. CrossRef

64. Mouffe, C. (2000). Deliberative democracy or agonistic pluralism. Reihe Politikwissenschaft / Political Science Series [Institut für Höhere Studien, Wien], 72, 2-30.

65. Mouffe, C. (2000). Deliberative democracy or agonistic pluralism. Reihe Politikwissenschaft / Political Science Series [Institut für Höhere Studien, Wien], 72, 2-30.

66. Mouffe, C. (2000). Deliberative democracy or agonistic pluralism. Reihe Politikwissenschaft / Political Science Series [Institut für Höhere Studien, Wien], 72, 2−30.

67. Oser, F. K., & Veugelers, W. (Eds). (2009). Getting involved; global citizenship development and sources of moral values. Rotterdam: Sense Publisher. CrossRef

68. Oser, F. K., & Veugelers, W. (Eds). (2009). Getting involved; global citizenship development and sources of moral values. Rotterdam: Sense Publisher. CrossRef

69. Oser, F. K., & Veugelers, W. (Eds). (2009). Getting involved; global citizenship development and sources of moral values. Rotterdam: Sense Publisher.

70. Saeed, H. (2015). Empowering unheard voices through theatre of the oppressed: reflections on the legislative theatre project for women in Afghanistan - notes from the field. Journal of Human Rights Practice, 7(2), 299-326. CrossRef

71. Saeed, H. (2015). Empowering unheard voices through theatre of the oppressed: reflections on the legislative theatre project for women in Afghanistan - notes from the field. Journal of Human Rights Practice, 7(2), 299-326. CrossRef

72. Saeed, H. (2015). Empowering unheard voices through theatre of the oppressed: reflections on the legislative theatre project for women in Afghanistan − notes from the field. Journal of Human Rights Practice, 7(2), 299−326. CrossRef

73. Simons, M., & Masschelein, J. (2008). The governmentalization of learning and the assemblage of a learning apparatus. Educational Theory, 4, 391-415. CrossRef

74. Simons, M., & Masschelein, J. (2008). The governmentalization of learning and the assemblage of a learning apparatus. Educational Theory, 4, 391-415. CrossRef

75. Simons, M., & Masschelein, J. (2008). The governmentalization of learning and the assemblage of a learning apparatus. Educational Theory, 4, 391−415. CrossRef

76. Smeyers, P., & Depaepe, M. (Eds.). (2008). Educational research: the educationalization of social problems. Wiesbaden: Springer. CrossRef

77. Smeyers, P., & Depaepe, M. (Eds.). (2008). Educational research: the educationalization of social problems. Wiesbaden: Springer. CrossRef

78. Smeyers, P., & Depaepe, M. (Eds.). (2008). Educational research: the educationalization of social problems. Wiesbaden: Springer. CrossRef

79. Stahl, S. (2018). Acting out to call in: practicing theatre of the oppressed with high school students. The Educational Forum, 82, 369-373. CrossRef

80. Stahl, S. (2018). Acting out to call in: practicing theatre of the oppressed with high school students. The Educational Forum, 82, 369-373. CrossRef

81. Stahl, S. (2018). Acting out to call in: practicing theatre of the oppressed with high school students. The Educational Forum, 82, 369−373. CrossRef

82. Yanov, D., & van der Hart, M. (2013). People out of place: allochthony and autochthony in the Netherlands' identity discourse - metaphors and categories in action. Journal of International Relations and Development, 16, 227-261. CrossRef

83. Yanov, D., & van der Hart, M. (2013). People out of place: allochthony and autochthony in the Netherlands' identity discourse - metaphors and categories in action. Journal of International Relations and Development, 16, 227-261. CrossRef

84. Yanov, D., & van der Hart, M. (2013). People out of place: allochthony and autochthony in the Netherlands' identity discourse − metaphors and categories in action. Journal of International Relations and Development, 16, 227−261. CrossRef

85. Wrentschur, M. (2008). Forum theatre as a participatory tool for social research and development: A reflection on "Nobody is perfect" - a project with homeless people. In P. Cox, T. Geisen, & R. Green (Eds.), Qualitative research and social change (pp. 94-112). United Kingdom: Palgrave Macmillan. CrossRef

86. Wrentschur, M. (2008). Forum theatre as a participatory tool for social research and development: A reflection on "Nobody is perfect" - a project with homeless people. In P. Cox, T. Geisen, & R. Green (Eds.), Qualitative research and social change (pp. 94-112). United Kingdom: Palgrave Macmillan. CrossRef

87. Wrentschur, M. (2008). Forum theatre as a participatory tool for social research and development: A reflection on "Nobody is perfect" − a project with homeless people. In P. Cox, T. Geisen, & R. Green (Eds.), Qualitative research and social change (pp. 94−112). United Kingdom: Palgrave Macmillan. CrossRef

Creative Commons License
Institutions and Disadvantaged: Intervention or Oppression? Theatre of the Oppressed at the Universities is licensed under a Creative Commons Attribution 4.0 International License.

157 x 230 mm
vychází: 3 x ročně
cena tištěného čísla: 150 Kč
ISSN: 1802-4637
E-ISSN: 2336-3177

Ke stažení