Title of Project : An Exploration of Forum Theatre as Pedagogy for addressing Sectarianism
Project Description :
The aim of this project is to explore pedagogy for the implementation of the reformed Northern Irish school curriculum. In particular, this project is concerned with addressing sectarianism. The researcher seeks to understand sectarianism in line with Giddens’ structuration theory. The theoretical analysis is synthesised with the methodology of the radical dramatist, Augusto Boal. Whereas Giddens’ theory could be criticised for over-emphasising how agency tends to reproduce socio-political structures, Boal applies a consciousness raising methodology to fuel action for socio-political change. It is Boal’s Forum Theatre method that claims to bring about such change.
Forum Theatre is compatible with traditions in Performance Ethnography and Participatory Research, and thus provides a framework for an interventionist and qualitative methodology.
This project has been conducted in two participating schools in Derry City, with Year 8 students and their teachers. One school is a state school, largely attended by Protestant children. The other school is a Catholic Maintained school. Both schools were selected due to the fact that they are situated in areas that have experienced high levels of sectarian violence. This is considered to be important due to Connolly’s finding that children who grow up in areas that have high levels of sectarian tensions are more ‘likely to develop an acute sense of awareness of the continual threat posed by those on the other side’ (Connolly, 2003, p14).
This project has found that the participants have benefited from the Forum Theatre experience in relation to instilling empathetic awareness, authentic critical thought, positive curriculum values, and to some extent, creating the potential for a further exploration of sectarianism through Local and Global Citizenship. Through the experience, the participants have displayed an eagerness to further address sectarianism through other subject areas. As a consequence of the intervention, some participants took action to bring about change to their sectarian lived experience.
The participating teachers were extremely positive about Forum Theatre in relation to meeting curriculum aims. They have called for training in the method. Furthermore, they, too, took action to ensure that the participants continue to explore sectarianism. Although they both saw the merit of the method for instigating subject collaboration, they have reported that time, and convincing staff of the strength of the method in relation to kick-starting subject links, are the main hurdles to implementing Forum Theatre as pedagogy for addressing sectarianism.
Smith et al. (2006) have called for a ‘transformative pedagogy’ that enables students to address the conflict. This project contributes to knowledge as it provides a stepping stone for researchers to attempt to actualize their call for a ‘transformative pedagogy’.
Other Information :
Conflict Research Society Conference, September 2004, University of Ulster (Magee)
Arts Based Educational Research Conference, June 2005, Queens University Belfast
British Educational Research Association Annual Student Conference September 2005, University of Glamorgan
If you would like to learn more about how we can help further your studies and career opportunities, please contact us.
The aim of this project is to explore pedagogy for the implementation of the reformed Northern Irish school curriculum. In particular, this project is concerned with addressing sectarianism. The researcher seeks to understand sectarianism in line with Giddens’ structuration theory. The theoretical analysis is synthesised with the methodology of the radical dramatist, Augusto Boal. Whereas Giddens’ theory could be criticised for over-emphasising how agency tends to reproduce socio-political structures, Boal applies a consciousness raising methodology to fuel action for socio-political change. It is Boal’s Forum Theatre method that claims to bring about such change.
Forum Theatre is compatible with traditions in Performance Ethnography and Participatory Research, and thus provides a framework for an interventionist and qualitative methodology.
This project has been conducted in two participating schools in Derry City, with Year 8 students and their teachers. One school is a state school, largely attended by Protestant children. The other school is a Catholic Maintained school. Both schools were selected due to the fact that they are situated in areas that have experienced high levels of sectarian violence. This is considered to be important due to Connolly’s finding that children who grow up in areas that have high levels of sectarian tensions are more ‘likely to develop an acute sense of awareness of the continual threat posed by those on the other side’ (Connolly, 2003, p14).
This project has found that the participants have benefited from the Forum Theatre experience in relation to instilling empathetic awareness, authentic critical thought, positive curriculum values, and to some extent, creating the potential for a further exploration of sectarianism through Local and Global Citizenship. Through the experience, the participants have displayed an eagerness to further address sectarianism through other subject areas. As a consequence of the intervention, some participants took action to bring about change to their sectarian lived experience.
The participating teachers were extremely positive about Forum Theatre in relation to meeting curriculum aims. They have called for training in the method. Furthermore, they, too, took action to ensure that the participants continue to explore sectarianism. Although they both saw the merit of the method for instigating subject collaboration, they have reported that time, and convincing staff of the strength of the method in relation to kick-starting subject links, are the main hurdles to implementing Forum Theatre as pedagogy for addressing sectarianism.
Smith et al. (2006) have called for a ‘transformative pedagogy’ that enables students to address the conflict. This project contributes to knowledge as it provides a stepping stone for researchers to attempt to actualize their call for a ‘transformative pedagogy’.
Other Information :
Conflict Research Society Conference, September 2004, University of Ulster (Magee)
Arts Based Educational Research Conference, June 2005, Queens University Belfast
British Educational Research Association Annual Student Conference September 2005, University of Glamorgan
If you would like to learn more about how we can help further your studies and career opportunities, please contact us.