Towards cultural proficiency in South African secondary schools: Ethnodrama as educational tool

Abstract

Approaches to school desegregation in South Africa have been largely assimilationist in nature. The increasing cultural diversity in many schools requires the development of cultural competency among students so as to move towards a school environment that is free of racism and other forms of discrimination. This paper reports on an arts-based inquiry in three multicultural secondary schools which explored the use of ethnodrama in this regard. The ‘raw’ data obtained from drama students through interviews, journaling, improvisational role play and Forum Theatre performances provided the material for both the authoring and the performance of an ethnodrama by the selected students, followed by post-performance audience discussion. The findings suggest that ethnodrama can create a safe space for the exploration of some aspects of intercultural relationships. Participants used ethnodrama to confront the influence of the family and the history of segregation on the formation of an identity, complicated by issues of class and gender. Participants were less effective in dealing with issues of xenophobia. The inquiry suggests that ethnodrama could be a useful instructional tool in the development of cultural competency among secondary school students.

Keywords:

• Cultural competency
• secondary school students
• ethnodrama
• racial and class identity