Contingent Conditions of Change
An Exploration of Feminist Theatre Practice
Datos Bibliográficos
| ID | 8157870 |
|---|---|
| Autores | Sarah Twomey (0000-0003-3854-1577, University of British Columbia, autor de correspondencia) |
| Año | 2005 |
| Volumen | 51 |
| Número | 4 |
| Fecha de publicación | 2005-12-01 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Alberta Journal of Educational Research (JOURNAL) |
| Identificadores de la revista | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Editorial | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v51i4.55184 |
| OpenAlex | W1649175881 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 2 |
This article explores how critical pedagogy and theatre arts can examine difference, change, and transformative possibilities in public spheres of educational practice. This narrative study offers a useful contribution on how theory, research, and practice can contribute to new ways of framing transformative feminist pedagogy in school cultures. I give an overview of critical pedagogy and the intersectionalities between concepts of liberatory pedagogy (Freire, 1970a) and the work of Brazilian theatre activist Augusto Boal (1979, 1992, 1995, 1998). I discuss how Boal’s philosophy and techniques of theatre of the oppressed can intersect in various ways with theatre arts curricula and feminist pedagogy. Using a case study of a young women’s theatre project Realtalk, I propose a postfeminist pedagogy and conditions for a form of radical education that offers a particular understanding of the complexities of how power is negotiated in schools across difference
Feminism · Pedagogy · Sociology · Gender Studies · Psychology · Social Psychology · Theatre and Performance Studies
| Citas por año | 0,07 |
|---|---|
| Intervalo de citas | 2011 - 2011 (1) |
| Altamente citado | No |