Educating for Peace Through Theatrical Arts: International Perspectives on Peacebuilding Instruction PDF
Preview Educating for Peace Through Theatrical Arts: International Perspectives on Peacebuilding Instruction
Educating for Peace through Theatrical Arts This volume illustrates how theatre arts can be used to enact peace education by showcasing the use of theatrical techniques including storytelling, testimo- nial and forum theatre, political humor, and arts-based pedagogy in diverse formal and non-formal educational contexts across age groups. The text presents and discusses how the use of applied theatre, especially in conflict-affected areas, can be used as an educational response to cultural and structural violence for transformation of relations, healing, and praxis as local and global peacebuilding. Crucially, it bridges performing arts and peace education, the latter of which is unfolding in schools and their com- munities worldwide. With contributors from countries including Northern Ireland, Denmark, Norway, the USA, Mexico, Japan, the Philippines, Paki- stan, Burundi, Kenya, and South Africa, the authors identify theoretical and technical aspects of theatrical performance that support peace through trans- formation along with embodied and sensorial learning. This book will appeal to scholars and students with interests in teacher edu- cation, arts-based learning, peace studies, and applied theatre that consider practice with child, adolescent, and adult learners. Candice C. Carter is an educational researcher and consultant. Previously, she was an Associate Professor and Director of the Conflict Transformation Program at the University of North Florida, USA. Rodrigo Benza Guerra is a director and researcher of performing arts, and Associate Professor in the Department of Performing Arts at the Pontificia Universidad Católica del Perú (PUCP). Routledge Research in Arts Education Books in the series include: Making and Relational Creativity An Exploration of Relationships that Arise through Creative Practices in Informal Making Spaces Edited by Lindsey Helen Bennett Engaging Youth in Critical Arts Pedagogies and Creative Research for Social Justice Opportunities and Challenges of Arts-based Work and Research with Young People Edited by Kristen P. Goessling, Dana E. Wright, Amanda C. Wager, and Marit Dewhurst The Value of Drawing Instruction in the Visual Arts and Across Curricula Historical and Philosophical Arguments for Drawing in the Digital Age Edited by Seymour Simmons III Perspectives on Learning Assessment in the Arts in Higher Education Supporting Transparent Assessment across Artistic Disciplines Edited by Diane Leduc and Sébastien Béland Culturally Sustaining Pedagogies in Music Education Expanding Culturally Responsive Teaching to Sustain Diverse Musical Cul- tures and Identities Edited by Emily Good-Perkins Addressing Issues of Mental Health in Schools through the Arts Teachers and Music Therapists Working Together Edited by Jane Tarr and Nick Clough Educating for Peace through Theatrical Arts International Perspectives on Peacebuilding Instruction Edited by Candice C. Carter and Rodrigo Benza Guerra Artist-Teacher Practice and the Expectation of an Aesthetic Life Creative Being in the Neoliberal Classroom Edited by Carol Wild Educating for Peace through Theatrical Arts International Perspectives on Peacebuilding Instruction Edited by Candice C. Carter and Rodrigo Benza Guerra First published 2022 by Routledge 605 Third Avenue, New York, NY 10158 and by Routledge 4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2022 selection and editorial matter, Candice C. Carter and Rodrigo Benza Guerra; individual chapters, the contributors The right of Candice C. Carter and Rodrigo Benza Guerra to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data A catalog record for this title has been requested ISBN: 978-1-032-13047-7 (hbk) ISBN: 978-1-032-13050-7 (pbk) ISBN: 978-1-003-22738-0 (ebk) DOI: 10.4324/9781003227380 Typeset in Goudy by SPi Technologies India Pvt Ltd (Straive) Contents List of Figures vii List of Tables viii Acknowledgments ix About the Contributors x 1 Introduction: Peacebuilding through Performance Art as Education 1 CANDICE C. CARTER AND RODRIGO BENZA GUERRA 2 Culture, Performance, and Peace: How Performance Art and Intangible Cultural Heritage Help to Create Peace in Our World 13 CHRISTOPH WULF 3 Aesthetic Resonance as Peacebuilding in Applied Theatre with Newly Immigrated Children in Germany 27 SERAFINA MORRIN 4 Bridging the Classroom Divide in the US: Dialogical Pedagogy and the Healing Arts 41 JAMES ALAN ASTMAN 5 From a Place of Not Fully Knowing: Devising Theatre with Young Adults in Austria as a Vulnerable Process of Elicitive Peace Education 71 HANNE TJERSLAND 6 Teaching for Gender Equality as Peace Education through Theatrical Performance in Mexican Schools 91 LUCÍA E. RODRÍGUEZ MCKEON AND NÁYADE SOLEDAD MONTER ARIZMENDI vi Contents 7 Theatre Arts in Peace Education: The Praxis at the Mindanao Peacebuilding Institute in the Philippines 109 KYOKO OKUMOTO, BABU AYINDO, AND DESSA QUESADA PALM 8 Storytelling in Burundi: Traditional and Theatrical Education to Support Peacebuilding 130 WILLIAM M. TIMPSON, FULGENCE TWIZERIMANA, AND GODELIEVE NISENGWE 9 Desiderata: Dancing Social Cohesion in Cape Town 146 GERARD M. SAMUEL AND CHARLOTTE SVENDLER NIELSEN 10 Peacebuilding through Testimonial Theatre in the United States and Northern Ireland 159 JENNIFER BLACKBURN MILLER 11 Political Humor and Peace Education 181 SYED SIKANDER MEHDI Conclusion 201 CANDICE C. CARTER Appendix 206 Index of Names 210 Index of Terms 216 Figures 4.1 Fourth grade script writing session with teacher 55 4.2 Storyboard for The Strong Ones 55 4.3 Fourth graders vote on Words Behind Bars 56 4.4 Parents watching a strike scene in The Strong Ones 57 4.5 “Get outside of your fourth-grade selves” 60 4.6 Sixth graders reading their Eleanor Roosevelt books to kindergarteners 61 4.7 Art teacher guiding sixth grader while he sculpts his “hero” 62 4.8 Sixth grade sculptures of peace/human rights heroes: Mahatma Gandhi, Malala Yousafzai, Gloria Steinem, Frederick Douglas 63 4.9 Student explaining her homelessness booth to classmate 64 4.10 Student visitors to immigration booth 64 4.11 Students learning about LGBTQ booth 64 6.1 Performance: The Street and the Stalking Vampires 99 6.2 Performance: Secondary School Warriors 99 6.3 Gender mainstreaming in the classroom 105 7.1 The logo of the Mindanao Peacebuilding Institute Foundation Incorporated 114 8.1 Peace English Club meeting with Fulgence Twizerimana 136 Tables 7.1 Direct/structural/cultural violence and peace and negative/positive peace 116 7.2 Art, direct/structural/cultural violence and peace and negative/positive peace 124 Acknowledgments This book expresses the hope and perseverance of everyone who contributed to it and their supporters during the second year of an ongoing pandemic that caused widespread illness with loss of family, friends, peers, and fellow activists in addition to a way of life. The development process illustrated how visions of and commitment to peacebuilding sustain action for its advancement in the midst of difficult circumstances.
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