ABSTRACT

Forum theatre is a dialogic method with the potential to bridge the gap between practice-based and academic learning in higher education by enabling postgraduate students to act out and critically reflect on everyday dilemmas. In previous research, little attention is placed on the crucial role of the facilitator and the implications of her decisions to intervene or not in the Forum Theatre for participants’ reflexive learning. Applying an autoethnographic lens in a co-constructed narrative followed by a peer dialogue, we expose emerging emotional in- and exclusion processes with regard to this dilemma. In our peer dialogue and critical reflection on the narrative we unravel ethical dimensions of the decision to intervene or not. We discuss the delicate balance between othering certain participants and questioning their taken-for-granted knowledge in order to facilitate reflexive learning. As such we provide insights into the complexity and ethical dimensions of facilitating Forum Theatre.

摘要

论坛戏剧是一种对话方法，通过让研究生能够表演并批判性地反思日常困境，有可能弥合高等教育中基于实践的学习和学术学习之间的差距。在以前的研究中，很少有人关注协调员的关键作用以及她干预或不干预论坛剧场的决定对参与者反射性学习的影响。通过在共同构建的叙事中应用自民族志镜头，然后进行同伴对话，我们揭示了与这一困境相关的新兴情感进入和排斥过程。在我们的同行对话和对叙述的批判性反思中，我们揭示了干预与否决策的道德维度。我们讨论其他某些参与者与质疑他们理所当然的知识之间的微妙平衡，以促进反思性学习。因此，我们对促进论坛剧院的复杂性和道德层面提供了见解。