Poking the WASP Nest : : Young People, Applied Theatre, and Education about Race /

Poking the WASP Nest : : Young People, Applied Theatre, and Education about Race / / André de Quadros, Dave Kelman, Julie White, Christopher C. Sonn, Alison M. Baker.

This innovative project wrapped research around a youth theatre project. Young people of colour and from refugee backgrounds developed a sustained provocation for the people of Geelong, a large regional centre in Australia. The packed public performance-at the biggest venue in town-challenged locals...

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Bibliographic Details
Superior document:Innovations and Controversies: Interrogating Educational Change ; 11
VerfasserIn:
Quadros, André de,
Kelman, Dave,
White, Julie,
Baker, Alison M.,
Sonn, Christopher C.,
TeilnehmendeR:
Kelman, Dave,
White, Julie,
Baker, Alison M.,
Sonn, Christopher C.,
Place / Publishing House:Leiden; , Boston : : BRILL,, 2021.
Year of Publication:2021
Language:English
Series:Innovations and Controversies: Interrogating Educational Change ; 11.
Physical Description:1 online resource.
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Table of Contents:
  • Acknowledgements
  • List of Illustrations
  • Notes on Authors
  • PART 1: Setting the Scene
  • 1 Tackling Racism: Community Theatre, Critical Inquiry, and Epistemic Disobedience
  • 1 Laying the Conceptual Foundations
  • 2 Placing This Study
  • 3 The Structure of This Book
  • 2 Researching from Somewhere: Our Personal and Collective Positioning
  • 1 Alison Baker
  • 2 André de Quadros
  • 3 Dave Kelman
  • 4 Christopher Sonn
  • 5 Julie White
  • 3 Crafting an Approach across and through Difference
  • 1 Bringing Applied Theatre and Research Together
  • 2 Working across, with, and through Diffference as Intra-Action
  • 3 Methodological Approach
  • 4 Conclusion
  • PART 2: Applied Theatre: The Arts Education Project
  • 4 Looking Inward: 6 Hours in Geelong as Process
  • 1 Who Were the Actors?
  • 2 Applied Theatre
  • 3 6 Hours in Geelong
  • 4 Devising Process
  • 5 Characters
  • 6 Authoring Process
  • 7 Play Excerpts
  • 8 Conclusion
  • 5 Looking Outward: How Community Audiences Viewed 6 Hours in Geelong
  • 1 Geelong after Dark
  • 2 School Interactive Performances
  • 3 The Community Performance Events
  • 4 Conclusion
  • PART 3: Theorisation and Perspectives: Interdisciplinary Discussion
  • 6 Applied Theatre: The Practitioner's Dilemma
  • 1 White Privilege, Race, Power Relations, and Positionalities
  • 2 The Slippery Nature of Artistic Meaning in Context
  • 3 Individual and Group Identity
  • 4 The Nature of the Challenge
  • 5 Processes and Practices for Negotiating Intersections in Making 6 Hours in Geelong
  • 6 Group Authorship
  • 7 A Provisional Offfering
  • 7 "People Don't Know Our Story": Exposing Coloniality through Counter-Storytelling
  • 1 Critical Studies of Race, Decoloniality, and Stories
  • 2 Unpacking Stories through the Lens of Coloniality
  • 3 Young People Negotiating Coloniality in Everyday Lives
  • 4 Conclusion
  • 8 Essentialism and Cosmopolitan WEIRDness
  • 1 WEIRDness, Essentialism, and Coloniality
  • 2 Entanglements of Racism, Theatre, and Theory
  • 3 Analysis of Racism and Identity in 6 Hours in Geelong
  • 4 Embracing Complexity
  • PART 4: So What? Implications for Practice
  • 9 Schooling, Racism, and Powerful Conversations
  • 1 Context for Conceptualisation
  • 2 Schools as the Site for Discussions about Race
  • 3 Conceptual Framework for Powerful Conversations
  • 4 How Teachers Can Overcome Obstacles
  • 5 Conclusion
  • 10 Community Arts: Politics and Privilege
  • 1 Community Arts in Context
  • 2 Politics and Privilege in Community Arts Practice
  • 3 Race as Context for Practice
  • 4 Implications
  • 11 Aftermath and Afterwards
  • Appendix: 6 Hours in Geelong Script
  • References
  • Index.

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