2018
DOI: 10.1080/14452294.2019.1572432
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Who is Responsible? Neoliberal Discourses of Well-Being in Australia and New Zealand

Abstract: 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 funder… Show more

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Cited by 6 publications
(3 citation statements)
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References 22 publications
(23 reference statements)
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“…Participatory theatre cannot be positioned as a panacea that will ensure social justice and equity in research with diverse populations (O'Connor and Anderson, 2015: 31). As Freebody et al (2018) argue, "like public policy, applied theatre for social change has to establish a problem that needs to be solved" (139). However, such problems are due to deep-rooted social issues that require ongoing attention to their complexities and contradictions.…”
Section: Discussionmentioning
confidence: 99%
“…Participatory theatre cannot be positioned as a panacea that will ensure social justice and equity in research with diverse populations (O'Connor and Anderson, 2015: 31). As Freebody et al (2018) argue, "like public policy, applied theatre for social change has to establish a problem that needs to be solved" (139). However, such problems are due to deep-rooted social issues that require ongoing attention to their complexities and contradictions.…”
Section: Discussionmentioning
confidence: 99%
“…For the participants, the arts became the connective pathways for children and teachers to re-engage with each other and the issues that either lay underneath or surfaced as a result of lockdowns. Rather than focusing on a self-care, individualistic approach frequently found in well-being practices and discourses (Freebody et al, 2018;Walls et al, 2019), the pedagogical actions of the participants using Te Rito Toi revolved around building relationships amongst the students and with the wider community and society. These pedagogical actions fostered a culture of "inter-relational care" (Trnka and Trundle, 2014), in which listening to others, looking after other members of the community or concerning about issues that go beyond ourselves were an intrinsic part of the individual recovery and social reconnection.…”
Section: Discussionmentioning
confidence: 99%
“…140). In post-disaster settings, the idea of well-being usually translates into making children more resilient to challenging environments, focusing therefore on self-care and responsibility (Freebody et al, 2018). Thus, the individual is presented as the problem in need of intervention (Walls et al, 2019).…”
Section: Background: Te Rito Toi In New Zealandmentioning
confidence: 99%