Applied Theatre as a strategy for intervention with disadvantaged groups: a qualitative synthesis

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.

KEYWORDS:

• Applied theatre
• literature review
• socio-educational intervention
• disadvantage
• social justice
• participation

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research has been supported by the R+D+i Project ‘Nomadis: Knowledge Nomads in Emerging Pedagogical Contexts: Mapping Disruptive Practices’, funded on a competitive basis by the Spanish Ministry of Science, Innovation and Universities (code RTI2018-097144-B-I00). Support was also received from the University Teaching Staff Programme, implemented by the Ministry of Education, Culture and Sport of Spanish Government [grant number FPU16/05706 and grant number FPU16/04621];R+D project ‘Nomadis: Knowledge Nomads in Emerging Pedagogical Contexts: Mapping Disruptive Practices’ [RTI2018-097144-B-I00]