'Putting yourself in other people's shoes': the use of Forum theatre to explore refugee and homeless issues in schools
'Putting yourself in other people's shoes': the use of Forum theatre to explore refugee and homeless issues in schools
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DOI：
10.1080/03057240120111418
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发表时间：
2002-03-01
影响因子：
1.7
通讯作者：
Day, L
中科院分区：
文献类型：
--
作者：
Day, L
这项研究调查了论坛戏剧讲习班参与者的经验和相互作用，该讲习班讨论了在校难民儿童的问题。该讲习班由英国一家戏剧公司主办，其演员在自己的生活中经历过无家可归和/或难民的经历，在伦敦三所公立中学演出时进行了调查。调查结果显示，讲习班与学生密切相关，反映了他们在日常生活中遇到的道德困境，因为他们在学校遇到难民学生。这一互动讲习班使他们有机会尝试道德行为，这可能适用于真实的生活情况。学生们认为，讲习班使他们能够把自己“在别人的鞋子”，无论是在车间的虚构人物以及他们在学校认识的实际的人。演员们自己的无家可归和难民历史强化了讲习班经验的现实性。论坛戏剧讲习班旨在鼓励学生成为自己生活中的道德行为者。然而，由于缺乏对所提出的问题的道德思考，也缺乏讲习班后适当道德行动的指导，它这样做的能力受到限制。这种缺乏后续行动的情况与以下事实有关：教师将讲习班视为一种戏剧活动，没有试图处理其道德内容，教师们认为，这些内容属于英国国家课程中的个人、社会和健康教育领域。
This study investigated the experiences of, and interactions between, participants of a Forum theatre workshop, which addressed the issue of the refugee child at school. Staged by a UK theatre company, whose actors had, in their own lives, experienced being homeless and/ or refugees, the workshop was investigated as it was performed in three London secondary state schools. Findings revealed that the workshop was highly relevant to the students, reflecting moral dilemmas which they faced in their everyday lives, as they encountered refugee students at school. This interactive workshop gave them the opportunity to try out moral behaviour, which could potentially be applied to real- life situations. Students felt that the workshop enabled them to put themselves "in other people's shoes", both the fictional characters in the workshop as well as actual people they knew at school. The homeless and refugee histories of the actors themselves intensified the reality of the workshop experience. The Forum theatre workshop aimed to encourage the students to become moral agents in their own lives. However, its ability to do this was limited by the lack of both moral reflection upon the issues raised, and guidance in appropriate moral action following the workshop. This absence of follow- up relates to the fact that the workshop was perceived by teachers as a drama activity, and no attempts were made to address its moral content which, teachers felt, belonged to the domain of the Personal, Social and Health Education (PSHE) in the National Curriculum for England.