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Street Theatre: Critical Pedagogy for Social Studies Education

1Aga Khan University Institute for Educational Development
2Aga Khan Higher Secondary School

Social Studies Research and Practice

ISSN: 1933-5415

Article publication date: 1 July 2011

Issue publication date: 1 July 2011

21

Abstract

This paper aims at exploring the usefulness of street theatre as critical pedagogy in teaching of social studies education. It gives a brief background of street-theatre and its linkages with critical pedagogy. In the light of theoretical underpinnings of this arts-based pedagogy, the paper deliberates upon the relevance and efficacy of street theatre in a social studies classroom. This paper uses a street theatre performance case to look at the techniques such as: body motion, body work, props, use of visual and audio aids, etc.; processes such as: conscientization and catharsis; and dialogical approach employed by street theatre to bring awareness about socio-political and cultural issues prevalent in a society. The analysis of this performance act shows that street theatre successfully encourages spectators or the oppressed masses to reflect, and triggers action in them to come out of socio-political oppression. When looked at from educational perspective, street theatre encourages the employment of multiple-intelligences of both students and teachers; and therefore, it can be one innovative strategy to make students aware of the issues infecting their society and also to empower students for action

Keywords

Citation

Datoo, A.K. and Chagani, Z.M.A. (2011), "Street Theatre: Critical Pedagogy for Social Studies Education", Social Studies Research and Practice, Vol. 6 No. 2, pp. 21-30. https://doi.org/10.1108/SSRP-02-2011-B0002

Publisher

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Emerald Publishing Limited

Copyright © 2011, Emerald Publishing Limited

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