07 SES 11 B, Non-Formal Intercultural Learning
How can methods of Participatory Theatre and Drama Based Research - in combination with social pedagogical support and mentoring - contribute to a more successful active inclusion of young adults in disadvantaged situation?
This is one of the main questions of the Austrian project “Stop: Now we are speaking!”, which is part of the European Social Experimentation Project called “Adult Life Entry Network (ALEN) – Empowerment and Activation of Young People in Disadvantaged Situations". ALEN has been developed together with partners fromHungary,Croatia andSerbia within a period of 18 months between 2011 and 2013. The improvement of the active inclusion of young people at the edge of adult life is seen as one of the key social challenges European societies have to face as a precondition to achieve some of the EU's key objectives as defined in the Europe 2020 strategy. Starting from common guidelines and principles and using a broad common approach in all participating countries, specific pilot schemes are being tested in accordance with the concrete social policy environments and needs in the different countries, to increase the active inclusion of disadvantaged young people, thereby also developing better forms of cooperation of national and regional as well as local authorities, social NGOs and all other relevant stakeholders. The process thereby is designed to take a holistic and flexible approach while using a diversity of methods and creative instruments and apply them according to the needs of the situation and the target groups in each of the countries involved.
Following these ideas by using tools of Participatory Theatre like Forum Theatre and Legislative Theatre (Boal 1998, Mazzini & Wrentschur 2004) and methods ofDrama Based Research( Wrentschur 2008 & 2012) “Stop: Now we are speaking” seeks to improve the situation of young people in disadvantaged situations by strengthening their capabilities to manage their own lifes and become active citizens. Incombination with individual social pedagogical support and mentoring a process of personal and political empowerment has been activated, that leads to various goals and questions:
- What so far unknown, less visible and obvious obstacles can be identified, that hinder the active inclusion of socially disadvantaged young people as well as their potential to find adequate solutions for their individual problems/obstacles?
- In which ways this approach can help to develop and facilitate better access to existing rights and resources?
- Is there a potential to open stakeholder dialogues and strengthen partnerships between different regional and national institutions and initiatives, which play an active role in the protection of youth’s rights and interests?
- How can this approach reduce prejudices and discrimination against and raise awareness for the situation of young people in disadvantaged situations?
- And is there a way of improving social policies through bridging the policy gap between decision makers and the concrete realities of the people concerned?
Boal, A. (1998). Legislative Theatre. Using Performance to Make Politics. London/ New York: Routledge. Cronin, B., Roth, S. & Wrentschur, M. (2005) (Eds) Training Manual for Theatre Work in Social Fields. Frankfurt am Main: Brandes & Apsel. Freire, P. (1982). Pädagogik der Unterdrückten. Erziehung als Praxis der Freiheit. Reinbek bei Hamburg: Rowohlt. Malli, G. (2010). „Sie müssen nur wollen“. Gefährdete Jugendliche im institutionellen Setting. Konstanz: UVK. Mazzini, R. and Wrentschur, M. (2004) ‘Theatre of the Oppressed in Social Fields/Theater der Unterdrückten in sozialen Feldern’, in: Koch, G., Roth, S., Vaßen, F. and Wrentschur, M. (Eds): Theaterarbeit in sozialen Feldern/Theatre Work in Social Field (S. 174 – 186). Frankfurt am Main: Brandes & Apsel. Schutzman, M. & Cohen-Cruz (1995) (Eds.). Playing Boal. Theatre, Therapy, Activism. London-New York: Routledge. Wrentschur, M. (2008). Forum Theatre as a Participatory Tool for Social Research and Development: A Reflection on Nobody is perfect: A Project with Homeless People. In: Cox, P., Geisen, T. & Green, R. (Ed.), Qualitative Research and Social Change in European Contexts (S. 94 -111). New York: palgrave macmillan. Wrentschur, M. (2012). Szenisches Forschen: Theaterspiel als Methode partizipativer Erkenntnisprozesse. In H. Stigler & H. Reicher (Hrsg.): Praxisbuch Empirische Sozialforschung in den Erziehungs- und Bildungswissenschaften (S. 217-230). Innsbruck: Studienverlag.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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