Critical Perspectives on Applied Theatre for Social Change: Defamilarising Key Words in the Field

Freebody, Kelly; Goodwin, Susan

doi:10.1007/978-3-319-78178-5_5

Cited by 5 publications

(4 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…discourse analysis ( 2009). This form of analysis understands policies (or evaluation reports, or websites advertising theatre programs) as not telling us what is actually being done in the program, but demonstrating what 'things' (outcomes, social goals, kinds of people) are desirable and powerful in the particular institutional and historical context in which they were written (Bacchi, 2009;Bacchi & Goodwin, 2016;Freebody & Goodwin, 2018). The methodology asks the following seven questions and steps about a text: Question 1: What's the problem (e.g.…”

Section: Methodological Perspectivesmentioning

confidence: 99%

“…Instead, we (the New Zealand authors) examine reports, policy and funding materials from which, we argue, the dominant discourses for applied drama/theatre/performance, particularly related to young people's mental health and wellbeing, in New Zealand are likely to be derived: The discussion that follows in this article is informed by the above methodology, but not strictly wedded to it. Rather than engaging in detailed explorations of the language and discourses at play in each document (see Freebody et al(2018); Freebody & Goodwin 2017 for projects similar to this), we use these documents to explore the ways in which particular subjects and objects are called forth in drama/theatre/performance in health and well-being contexts.…”

Section: )mentioning

confidence: 99%

“…According to this document, the program helps students develop social skills, gives them knowledge and skills in resilience building, allows them to actively address issues related to well-being, develops responsibility and empowers participants to take part in a positive school culture (CoA 2010, 1). In this document, but common to the field more generally, there is a valorisation of education discourses in writings about drama and well-being (Freebody & Goodwin, 2018).…”

Section: The Arts and Health In Australia: Governing Discoursesmentioning

confidence: 99%

See 2 more Smart Citations

Who is Responsible? Neoliberal Discourses of Well-Being in Australia and New Zealand

Freebody

Mullen

Walls

et al. 2018

Self Cite

View full text Add to dashboard Cite

This paper argues that policy agendas and proposals about social change and wellbeing are evident in the implementation of applied theatre projects through technologies such as evaluation practices and funding applications and effect public discourse about who the participants are and why they are or are not 'being well'. Like public policy, applied theatre for social change cannot 'get to work' without first establishing a problem that needs to be solved. We consider the ways in which the discourses of funders, governments and communities call on applied theatre practitioners to frame particular issues and/or groups of people as problematic and the implications of doing so within neoliberalised policy contexts. This issue relates to existing debates about the extent to which the conceptions and models of change that underpin many forms of applied theatre are affected by funders and governments. This paper engages with this critique as it explores current donor and public policy discourses related to well-being in Australia and New Zealand. It draws on specific policy documents and funding schemes in the two contexts to discuss the mechanics and politics of 'change' as a key character in the work of applied theatre and performance in each country. The paper attempts to understand the way the field might navigate systems, technologies, policies, and public understandings of wellbeing, social change, personal change, and social good to produce work with and for participants within neoliberal structures.

show abstract

Section: Methodological Perspectivesmentioning

confidence: 99%

Section: )mentioning

confidence: 99%

Section: The Arts and Health In Australia: Governing Discoursesmentioning

confidence: 99%

See 1 more Smart Citation

Who is Responsible? Neoliberal Discourses of Well-Being in Australia and New Zealand

Freebody

Mullen

Walls

et al. 2018

Self Cite

View full text Add to dashboard Cite

show abstract

“…Mientras que, desde el paradigma Reconceptualista impulsa un discurso de 'Construcción de Sentidos', empujando una política situada en el reconocimiento de la diversidad y la participación de los distintos actores, en la definición y autodeterminación de las condiciones educativas como bien común (Fenech, 2019;Young, 1990). Así, trasciende la redistribución material de recursos (Freebody y Goodwin, 2018) y se acerca a la justicia social desde el reconocimiento de identidades y de la co-construcción de sentidos compartidos.…”

Section: Justicia Social Y Epaunclassified

Temas y Justicias en la Educación Parvularia Chilena Postdictadura: Discursos Presidenciales 1990-2023

Barco,

Adlerstein

2023

RIEJS

View full text Add to dashboard Cite

Desde el retorno a la democracia en Chile, los distintos gobiernos han promovido una política educativa para la justicia social. Sin embargo, son pocos los análisis postdictadura que indagan sobre la justicia desde la educación para la primera infancia o parvularia. Desde una metodología cualitativa, enfoque Reconceptualista y teoría de justicia social de Fraser, analizamos los temas y tipos de justicias de la Educación Parvularia que se han movilizado con los discursos presidenciales postdictadura (periodo 1990 al 2023). Los resultados muestran un ensamblaje complejo de temas y justicias. En estos 34 años la Educación Parvularia se ha movilizado desde tres temas: provisión, relevancia y calidad. Al mismo tiempo, en estos temas se encuentra de manera predominante la justicia redistributiva en coexistencia con la justicia de reconocimiento, mientras que emerge frágilmente la justicia de representación. Esta investigación invita a repensar los temas de la Educación Parvularia que deben movilizarse desde los discursos presidenciales, para robustecer una justicia social que armonice las esferas de lo redistributivo, el reconocimiento y la representación participativa. Se trata de una investigación novedosa por visibilizar la construcción de justicia social desde la primera infancia, diferenciándose y aportando las lógicas propias de este primer nivel educativo

show abstract

Introduction: Social Justice Talk and Social Justice Practices in the Contemporary University

Goodwin

Proctor

2019

Higher Education, Pedagogy and Social Justice

View full text Add to dashboard Cite

Critical Perspectives on Applied Theatre for Social Change: Defamilarising Key Words in the Field

Cited by 5 publications

References 22 publications

Who is Responsible? Neoliberal Discourses of Well-Being in Australia and New Zealand

Who is Responsible? Neoliberal Discourses of Well-Being in Australia and New Zealand

Temas y Justicias en la Educación Parvularia Chilena Postdictadura: Discursos Presidenciales 1990-2023

Introduction: Social Justice Talk and Social Justice Practices in the Contemporary University

Contact Info

Product

Resources

About