Abstract
- Boal, A. (1992). Games for actors and non-actors. London: Routledge.
- Boal, A. (1998). Legislative theatre: Using performance to make politics. New York: Routledge.
- Coleman, L., Sanders, M., & Cross, T. (1997). Perennial debates and tacit assumptions in the education of gifted children. Gifted Child Quarterly, 41, 105–111.
- Delisle, J. (1992). Guiding the social and emotional development of gifted youth: A practical guide for educators and counselors. New York: Longman.
- Eisner, E. (1998). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Upper Saddle River, NJ: Prentice Hall.
- Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.
- Greenwood, D., & Levin, M. (2000). Reconstructing the relationships between universities and society through action research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 85–106). London: Sage.
- Hammersley, M. (1992). What’s wrong with ethnography? New York: Routledge.
- hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
- Lorde, A. (1984). Sister outsider. Freedom, CA: The Crossing Press.
- Patterson, D. (1999). Augusto Boal. Retrieved October 2, 2002, from http://www.unomaha.edu/~pto/augusto.htm.
- Radford, J. (1990). Child prodigies and exceptional early achievers. New York: Free Press.
- Reason, P. (1998). Three approaches to participative inquiry. In N. Denzin & Y. Lincoln (Eds.), Strategies of qualitative inquiry (pp. 261–291). Thousand Oaks, CA: Sage.
- Sacks, J. J. (2002). Bibliography of psychodrama inception to date. Retrieved October 1, 2002, from http://www.asgpp.org/02ref.
- Sandoval, C. (2000). Methodology of the oppressed. Minneapolis: University of Minnesota Press.
- The Theater of the Oppressed Laboratory. (n.d.). Retrieved October 1, 2002, from http://www.toplab.org.
- Young-Minor, E. (2003). Performance pedagogies for African American literature: Teaching Shange at Ole Miss. Radical Teacher, 65, 28.
- Volume 28
- Issue 2
- Publication Date: Winter 2004
Urban Odyssey: Theatre of the Oppressed and Talented Minority Youth
Michael Sanders
This research study describes a community-based pedagogical and theatrical project that centered on the use of creative writing, drama, and music as tools to unearth and cope with social problems. The class was grounded in the work of Brazilian teacher, actor, and activist Augusto Boal and philosopher Paolo Freire. The activities at a free summer school for gifted and talented adolescents called the Urban Odyssey were designed to provide inner-city youth with the opportunity to dialogue and act around issues of racism, sexism, ableism, classism, and other social problems that they face as part of their everyday existence. Descriptions of the school and activities; instructions on how to use the forum theater concept; and reactions of students, teachers, and community members are included. Implications for school and community work are explored.
Cart Summary
Your cart is empty.