The paper will explain the findings for the empirical research Transformative Potential of the Theatre of the oppressed (Romano, 2014; Romano, 2016), which aimed to demonstrate that the experience of the Theatre of the Oppressed with students and teachers promoted transformative learning (Mezirow, 2000; Marsick, 2015). The data were gathered through the adoption of qualitative (logbooks, narrative self-reports) and quantitative tools (Learning Activities Survey and the questionnaire on the Theatre of the Oppressed). The Theatre of the Oppressed is a learning experience that, starting from a reflection on the constructed meanings and inequality that are the background of the individual educational, social and professional life contexts, can promote complex thinking. The research, therefore, is itself an opportunity for transformative learning, seeking to promote the redefinition of people’s meaning perspectives in the name of the shared construction of broader, differentiating and differentiated, more inclusive perspectives. Through the power of dialogue and problem-posing, learners develop awareness of structures within their society that may be contributing to inequality and oppression, and that is reflected in their dialogues. Our interest is to show how the Theatre of the Oppressed could be a transformative practice under the aegis of transformative learning: it offers a possibility of democratizing relationships and of re-inventing narrative and corporeal languages, preserving their educational and formative purposes.

Romano, A. (2016). The Theatre of the Oppressed as an Imaginative Metaphor for Transformative Learning.. In Engaging at the Intersections. Proceedings of the XII International Transformative Learning Conference (pp.503-511). Tacoma (WA).

The Theatre of the Oppressed as an Imaginative Metaphor for Transformative Learning.

ROMANO, ALESSANDRA
2016-01-01

Abstract

The paper will explain the findings for the empirical research Transformative Potential of the Theatre of the oppressed (Romano, 2014; Romano, 2016), which aimed to demonstrate that the experience of the Theatre of the Oppressed with students and teachers promoted transformative learning (Mezirow, 2000; Marsick, 2015). The data were gathered through the adoption of qualitative (logbooks, narrative self-reports) and quantitative tools (Learning Activities Survey and the questionnaire on the Theatre of the Oppressed). The Theatre of the Oppressed is a learning experience that, starting from a reflection on the constructed meanings and inequality that are the background of the individual educational, social and professional life contexts, can promote complex thinking. The research, therefore, is itself an opportunity for transformative learning, seeking to promote the redefinition of people’s meaning perspectives in the name of the shared construction of broader, differentiating and differentiated, more inclusive perspectives. Through the power of dialogue and problem-posing, learners develop awareness of structures within their society that may be contributing to inequality and oppression, and that is reflected in their dialogues. Our interest is to show how the Theatre of the Oppressed could be a transformative practice under the aegis of transformative learning: it offers a possibility of democratizing relationships and of re-inventing narrative and corporeal languages, preserving their educational and formative purposes.
2016
Romano, A. (2016). The Theatre of the Oppressed as an Imaginative Metaphor for Transformative Learning.. In Engaging at the Intersections. Proceedings of the XII International Transformative Learning Conference (pp.503-511). Tacoma (WA).
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11365/1004993