ORBIS SCHOLAE

ORBIS SCHOLAE

Orbis scholae is an academic journal published by Charles University, Prague. It features articles on school education in the wider socio-cultural context. It aims to contribute to our understanding and the development of school education, and to the reflection of teaching practice and educational policy.

ORBIS SCHOLAE, 1–16

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
announced: 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.

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

references (58)

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. (1992). Games for actors and non-actors. New York: Routledge.

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

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

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

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

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

9. 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

10. 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

11. 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

12. 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

13. <bez popisu> CrossRef

14. <bez popisu> CrossRef

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

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

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

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

19. 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.

20. 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.

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

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

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

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

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

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

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

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

29. 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.

30. 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.

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

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

33. 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

34. 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

35. <bez popisu> CrossRef

36. <bez popisu> CrossRef

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

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

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

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

41. <bez popisu> CrossRef

42. <bez popisu> CrossRef

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

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

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

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

47. 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

48. 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

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

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

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

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

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

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

55. 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

56. 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

57. 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

58. 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.

230 x 157 mm
published: 3 x per year
print price: 150 czk
ISSN: 1802-4637
E-ISSN: 2336-3177

Download