ABSTRACT

Background

Applied Theatre (AT) is a relatively recently-created interdisciplinary field that includes investigation of the social and educational uses of its practices. Since its emergence as a discipline in the 1990s, research has proliferated. However, to better understand the breadth and depth of AT’s social and educational applications, there is a need to review and synthesise the scientific literature in this developing area.

Purpose

We sought to address this gap by providing a qualitative synthesis of relevant literature focusing on theatre as a tool for social and educational intervention with socially disadvantaged groups, capturing some of the key achievements and challenges in the field.

Design and methods

A qualitative review of scientific literature published on this issue in the last decade was conducted. After obtaining an overview of the literature, we conducted a thematic analysis to identify the central themes of the research.

Findings

Scientific discussion on the social and educational uses of theatre has expanded significantly in the last decade. Our thematic analysis identified the documentation of a rich multiplicity of social and educational possibilities for applying theatre to contexts of social vulnerability, including: empowerment and development of critical awareness, promotion of personal and community development, construction of spaces of recognition, development of empathetic attitudes towards human differences, and the recovery of silenced narratives. This review also uncovered a number of challenges and dilemmas inherent to the field, such as the question of power distribution in applied theatre processes or the complexities created by an instrumental vision of the arts.

Conclusions

This qualitative synthesis of research demonstrates how AT, as a framework for reflection and action of an interdisciplinary nature, offers useful dialogical, creative and critical tools for generating viable alternatives in diverse social and educational contexts. The review of research draws attention to how AT may provide a platform for the recognition and participation of marginalised groups and individuals, and offer a potentially relevant mechanism for moderating social and educational inequality.

中文翻译：

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应用戏剧作为干预弱势群体的策略：定性综合

摘要

背景

应用戏剧 (AT) 是一个相对较新的跨学科领域，包括对其实践的社会和教育用途的调查。自 1990 年代作为一门学科出现以来，研究已经激增。然而，为了更好地了解 AT 的社会和教育应用的广度和深度，有必要回顾和综合这一发展中领域的科学文献。

目的

我们试图通过提供相关文献的定性综合来弥补这一差距，重点关注戏剧作为对社会弱势群体进行社会和教育干预的工具，捕捉该领域的一些关键成就和挑战。

设计和方法

对过去十年就这一问题发表的科学文献进行了定性审查。在获得文献概述后，我们进行了专题分析，以确定研究的中心主题。

发现

在过去十年中，关于戏剧的社会和教育用途的科学讨论已显着扩大。我们的主题分析确定了将戏剧应用于社会脆弱性环境的丰富多样的社会和教育可能性的文件，包括：赋权和批判意识的发展、促进个人和社区发展、认可空间的建设、移情态度的发展人类差异，以及沉默叙事的恢复。这篇评论还揭示了该领域固有的一些挑战和困境，例如应用戏剧过程中的权力分配问题或由艺术的工具视野造成的复杂性。

结论

这种定性的研究综合展示了 AT 作为跨学科性质的反思和行动的框架，如何提供有用的对话、创造性和批判性工具，以在不同的社会和教育背景下产生可行的替代方案。研究回顾提请注意 AT 如何为边缘化群体和个人的认可和参与提供平台，并为缓解社会和教育不平等提供潜在的相关机制。