Research-Based Theatre in Education

Belliveau, George; Lea, Graham W.

doi:10.1007/978-94-6091-332-7_54

Cited by 24 publications

(25 citation statements)

References 16 publications

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“…This study represents an example of how collective playmaking and research based-theatre can be utilized by researchers as a means of capturing experiences that may be difficult to present fully in traditional academic writing. Research-based theatre is a methodology (Belliveau & Lea, 2016) that attempts to bridge an embodied art form with scholarly writing, exploring the space between art and inquiry. Collective theatre creation disrupts the traditional hierarchy of researcher-participant and/or teacher-student, to facilitate a sharing of leadership roles, as the collective explores individual and group narratives together.…”

Section: Discussionmentioning

confidence: 99%

Community Stories and Growth Through Research-Based Theatre

Cook

Belliveau

2018

Self Cite

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Community members and staff at the University of British Columbia (UBC) Learning Exchange collectively created a theatre piece, based on stories from Vancouver’s Downtown Eastside (DTES), entitled Voices UP! This article examines the impact this project had on four DTES community members who took part in the collective creation process. The results are presented as both a thematic analysis and a short play script, entitled Give Me Your Hands. Give Me Your Hands is a play about making a play, illustrating the shared and individual learning experiences of those who took part in a community-based collaborative theatre process.

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Section: Discussionmentioning

confidence: 99%

Community Stories and Growth Through Research-Based Theatre

Cook

Belliveau

2018

Self Cite

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“…The fictional story provided a distancing away from the actual events, so that although the children never spoke directly of the quake, the metaphor of the torn dream cloth provided a safety for the children to explore and express their feelings, about the disaster and its aftermath. This emotional distancing which often occurs over time can be arrived at through the fictional role taking soon after the event, without the threat of retraumatizing the children in keeping with child at risk discourse (Ackroyd & O'Toole, 2010;Belliveau & Lea, 2011;Bresler, 2011).…”

Section: Case Study 1: Teaspoon Of Lightmentioning

confidence: 99%

Research with, by, for and about Children: Lessons from Disaster Contexts

Gibbs

Mutch

O’Connor

et al. 2013

Global Studies of Childhood

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There is a need for critically informed studies that include children's perspectives on the role of children in disaster contexts, given the increased incidence of disasters resulting from the global forces of climate change. Three case studies are presented from two different disaster contexts in Australia and New Zealand, where the notion of child empowerment fits within the broader political culture of liberal democracy. Each of these case studies promotes children's right to participate, consistent with the UN Convention on the Rights of the Child (UNCRC). In attempting to provide opportunities for children to articulate their perspective on disaster, this study recognizes the manner in which the increased prevalence and scale of disasters may further complicate and distort possibilities for the actualization of children's participation rights. In doing so the authors recommend a theoryinformed approach, including recognizing the complementarity of competing theories of childhood, and advocate for children's capacity and right to participate in decision-making which affects their lives. This article promotes these concepts while still recognizing their right to safety. It also demonstrates how the use of distancing and framing provides a safe space for child involvement within disasterrelated research, and provides examples of appropriate methodologies to engage children and provide opportunities for meaningful contributions. Finally, implementation partnerships are discussed as a means of embedding the research within existing supported environments.

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“…During the early 1990s and into the new millennium, a number of arts-based education researchers have come to articulate theoretical and methodological approaches to drama and theatre processes-research-based theatre, performance ethnography, playbuilding as inquiry, ethnodrama, ethnotheatre-that give insight into their work and its implications as legitimate ways of doing arts-based research (see Belliveau and Lea 2011;Gallagher . The field of theatre and drama education research was and continues to be a fertile space of reimagining research through the arts.…”

Section: Imagining Performative Inquirymentioning

confidence: 99%

Collecting Data Through Performative Inquiry: A Tug on the Sleeve

Fels

2012

Youth Theatre Journal

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Research-Based Theatre in Education

Cited by 24 publications

References 16 publications

Community Stories and Growth Through Research-Based Theatre

Community Stories and Growth Through Research-Based Theatre

Research with, by, for and about Children: Lessons from Disaster Contexts

Collecting Data Through Performative Inquiry: A Tug on the Sleeve

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