Educating for Peace Through Theatrical Arts: International Perspectives on Peacebuilding Instruction

Description

This volume illustrates how theatre arts can be used to enact peace education by showcasing the use of theatrical techniques including storytelling, testimonial and forum theatre, political humor, and arts-based pedagogy in diverse formal and non-formal educational contexts across age groups. Cover Half Title Series Page Title Page Copyright Page Table of Contents List of Figures List of Tables Acknowledgments About the Contributors Chapter 1: Introduction: Peacebuilding through Performance Art as Education Educating for Peace Performing Arts in Education Common Goals of Performance Arts and Peace Education Overview of Chapters Note References Chapter 2: Culture, Performance, and Peace: How Performance Art and Intangible Cultural Heritage Help to Create Peace in Our World Culture of Peace as a Challenge Applied Theatre as Peace Education Examples of Performative Arts and Intangible Cultural Practices The Jewish Badge Destruction and Self-destruction as an Aesthetic Challenge The Performance of Collective Singing as Political Resistance Performativity, Mimesis, and Aesthetics The Human Body as a Medium Performing Arts as Practices of Communication and Interaction Mimetic Learning and Practical Knowledge The Performativity of Performing Arts Producing Culture and Generating Order Difference and Otherness Outlook References Chapter 3: Aesthetic Resonance as Peacebuilding in Applied Theatre with Newly Immigrated Children in Germany Ambivalent Living and Learning Situations of Children Newly Migrated to Germany The Play with Magic—an Empirical Example Equilibration of Liminal-Difference Situations in Spaces of Aesthetic Resonance Aesthetic Education and Its Promises—Harmony and Resistance Applied Theatre as Peace Education—Ambivalences and the Possibilities of Experiencing Change Notes References Chapter 4: Bridging the Classroom Divide in the US: Dialogical Pedagogy and the Healing Arts Introduction Applied Theatre as Peace Education Positive Peace and Dialogue Dialogical Pedagogy and the Performing Arts Human Presence Embodied Learning Repair and Change Integrating Social Studies and Performing Arts Fourth Grade: The Strong Ones Sixth Grade: Be the Change Homelessness Booth Immigration Booth LGBTQ Booth Conclusion Notes References Chapter 5: From a Place of Not Fully Knowing: Devising Theatre with Young Adults in Austria as a Vulnerable Process of Elicitive Peace Education Introduction Applied Theatre as a Process of Peace Education Devising Theatre as an Elicitive Process of Peace Education Vulnerability as a Peace Educator The Theatre-Making Project Eliciting Peaces through Making Theatre Together Conclusion Note References Chapter 6: Teaching for Gender Equality as Peace Education through Theatrical Performance in Mexican Schools Introduction Applied Theatre as Peace Education Gender Equality for a Culture of Peace Description of the Proposals First Proposal: The “Storytelling” Intervention Device Problem Diagnosis The Intervention Strategy Invitation to a New Project Performance Planning We Are Halfway We Are Ready! 3, 2, 1, Action Second Proposal: Play Femicide in Five Acts The Visit to the Museum as an Awareness-raising Strategy Reflection on the Denaturalization of Gender Violence and the Importance of Saying “Stop It!” The Theatre: A Strategy to Raise Awareness of Femicide and Denaturalize Gender Violence Staging the Play and Organizing the Work Performing the Play Reflection on the Formative Potential of the Experiences Conclusion and Recommendations References Chapter 7: Theatre Arts in Peace Education: The Praxis at the Mindanao Peacebuilding Institute in the Philippines Introduction: The Genesis of Arts and Peacebuilding at the Mindanao Peacebuilding Institute Recasting Art, Theatre Arts, Applied Theatre, Peace Education, and Peacebuilding from the Mindanawan Experience Milestones in the Praxis of Arts, Theatre Arts, and Peacebuilding: An Outline of the Four Phases at MPI Phase One: What Works at the Convergence of Visual Arts, Theatre Arts, and Peacebuilding? Phase Two: The “Peace Education Factor” and the Influence of the Philippine Community Theatre Phase Three: Of dynamic Peace and Dynamic Art Phase Four: Reconnection, Convergence, and the Promise The Tapestry of Theatre Arts in Peace Education and Peacebuilding As a Form of Awakening Senses and Intuitive Capacities As a Pedagogical Tool for Interrogating Our Performative Acts As a Dialogical Process As a Celebration of Our Diverse Cultures through Storytelling Revisiting Dynamic Peace and Dynamic Art: The Status of Praxis from a Mindanawan Perspective Conflict and Conflict Transformation Dynamism of Conflict and Peace Dynamism of Art Citizen Artists and Citizen Actors In Lieu of a Conclusion Notes References Chapter 8: Storytelling in Burundi: Traditional and Theatrical Education to Support Peacebuilding Fulgence’s Story Storytelling Literacy Teaching Peace with a Common Language Uniting Communities Peace English Clubs The Power of Storytelling Applied Theatre as Peace Education Conclusion Acknowledgment References Chapter 9: Desiderata: Dancing Social Cohesion in Cape Town Introduction Forging One South African Identity Exploring Multiple Languages Including Dance Crime on Their Minds Arts Education, Help with Life Dare We Dream? 3 Concluding Thoughts Notes References Chapter 10: Peacebuilding through Testimonial Theatre in the United States and Northern Ireland Introduction Applied Theatre as Peace Education Theoretical Framework Transformative Learning Emotional and Spiritual Learning Artistic Ways of Knowing Case Study of Participant Change Research Questions The TOW Process Twelve Guiding Principles of TOW Research Program and Setting The Philadelphia/United States Context The Northern Ireland Context Research Sample and Sampling Procedures Data Sources and Collection Data Analysis Themes Empathy Development Humanizing the “Other” Perspective Transformation Personal Healing from Trauma/‘Finding the Medicine’ Overcoming Personal Obstacles and Challenges Creating a Close “Family-like” Bond with Other Participants Developing Personal Strength and Resilience Personal Transformation Leads to Social Transformation Summary Conclusion References Chapter 11: Political Humor and Peace Education Introduction Setting Up Nests and Tearing Down the Nets The Theatrical World of Laughter Peace Education Political Humor and Peace Applied Theatre and Many Colors of Humor Theatre and Political Humor Charlie Chaplin’s Movie: The Great Dictator Political Jokes Conclusion Notes References Conclusion Future Directions References Appendix Standards for Peace Education Knowledge Skills Dispositions Index of Names Index of Terms