{"title":"Exploring heterosexism through participatory theater: An experiment","authors":"Toby Emert","doi":"10.1002/jaal.1279","DOIUrl":null,"url":null,"abstract":"<p>Using Augusto Boal's Theater of the Oppressed (1985) playmaking structures, students in an undergraduate education course, Educating for Social Justice, developed forum plays—brief improvisational scenes designed to provoke discussions of power imbalances. The plays focused on “gay rights,” a topic the participants self-selected through guided discussions about injustice. The plays were performed for an English class of tenth-grade high school students. As a mode of investigating the efficacy of this instructional strategy to spur self-reflexivity, data about the college students' experiences were collected during each class session and in subsequent semi-structured group interviews. This article describes the project and the participants' reactions to the invitation to step into the role of ensemble member and play-maker, as well as the development of their critical consciousness about the effects of cultural bias.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Adolescent & Adult Literacy","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jaal.1279","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Using Augusto Boal's Theater of the Oppressed (1985) playmaking structures, students in an undergraduate education course, Educating for Social Justice, developed forum plays—brief improvisational scenes designed to provoke discussions of power imbalances. The plays focused on “gay rights,” a topic the participants self-selected through guided discussions about injustice. The plays were performed for an English class of tenth-grade high school students. As a mode of investigating the efficacy of this instructional strategy to spur self-reflexivity, data about the college students' experiences were collected during each class session and in subsequent semi-structured group interviews. This article describes the project and the participants' reactions to the invitation to step into the role of ensemble member and play-maker, as well as the development of their critical consciousness about the effects of cultural bias.
利用奥古斯托·博阿尔（Augusto Boal）的《被压迫者剧院》（Theater of the Oppressed，1985）的游戏结构，本科生教育课程“社会正义教育”（education for Social Justice）的学生们开发了论坛剧——旨在引发权力失衡讨论的简短即兴场景。这些戏剧聚焦于“同性恋权利”，这是参与者通过对不公正的引导性讨论自行选择的话题。这些戏剧是为十年级的英语班学生表演的。作为一种调查这种教学策略刺激自我反思的有效性的模式，在每节课和随后的半结构化小组访谈中收集了关于大学生经历的数据。本文描述了该项目和参与者对邀请他们扮演合奏团成员和戏剧制作人的反应，以及他们对文化偏见影响的批判意识的发展。
期刊介绍：
The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research
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