Table Of ContentEducating for Peace through Theatrical
Arts
This volume illustrates how theatre arts can be used to enact peace education
by showcasing the use of theatrical techniques including storytelling, testimo-
nial and forum theatre, political humor, and arts-based pedagogy in diverse
formal and non-formal educational contexts across age groups.
The text presents and discusses how the use of applied theatre, especially
in conflict-affected areas, can be used as an educational response to cultural
and structural violence for transformation of relations, healing, and praxis
as local and global peacebuilding. Crucially, it bridges performing arts and
peace education, the latter of which is unfolding in schools and their com-
munities worldwide. With contributors from countries including Northern
Ireland, Denmark, Norway, the USA, Mexico, Japan, the Philippines, Paki-
stan, Burundi, Kenya, and South Africa, the authors identify theoretical and
technical aspects of theatrical performance that support peace through trans-
formation along with embodied and sensorial learning.
This book will appeal to scholars and students with interests in teacher edu-
cation, arts-based learning, peace studies, and applied theatre that consider
practice with child, adolescent, and adult learners.
Candice C. Carter is an educational researcher and consultant. Previously,
she was an Associate Professor and Director of the Conflict Transformation
Program at the University of North Florida, USA.
Rodrigo Benza Guerra is a director and researcher of performing arts, and
Associate Professor in the Department of Performing Arts at the Pontificia
Universidad Católica del Perú (PUCP).
Routledge Research in Arts Education
Books in the series include:
Making and Relational Creativity
An Exploration of Relationships that Arise through Creative Practices in
Informal Making Spaces
Edited by Lindsey Helen Bennett
Engaging Youth in Critical Arts Pedagogies and Creative Research for
Social Justice
Opportunities and Challenges of Arts-based Work and Research with Young
People
Edited by Kristen P. Goessling, Dana E. Wright, Amanda C. Wager, and Marit
Dewhurst
The Value of Drawing Instruction in the Visual Arts and Across
Curricula
Historical and Philosophical Arguments for Drawing in the Digital Age
Edited by Seymour Simmons III
Perspectives on Learning Assessment in the Arts in Higher Education
Supporting Transparent Assessment across Artistic Disciplines
Edited by Diane Leduc and Sébastien Béland
Culturally Sustaining Pedagogies in Music Education
Expanding Culturally Responsive Teaching to Sustain Diverse Musical Cul-
tures and Identities
Edited by Emily Good-Perkins
Addressing Issues of Mental Health in Schools through the Arts
Teachers and Music Therapists Working Together
Edited by Jane Tarr and Nick Clough
Educating for Peace through Theatrical Arts
International Perspectives on Peacebuilding Instruction
Edited by Candice C. Carter and Rodrigo Benza Guerra
Artist-Teacher Practice and the Expectation of an Aesthetic Life
Creative Being in the Neoliberal Classroom
Edited by Carol Wild
Educating for Peace through
Theatrical Arts
International Perspectives on
Peacebuilding Instruction
Edited by Candice C. Carter and
Rodrigo Benza Guerra
First published 2022
by Routledge
605 Third Avenue, New York, NY 10158
and by Routledge
4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa
business
© 2022 selection and editorial matter, Candice C. Carter and
Rodrigo Benza Guerra; individual chapters, the contributors
The right of Candice C. Carter and Rodrigo Benza Guerra to
be identified as the authors of the editorial material, and of
the authors for their individual chapters, has been asserted in
accordance with sections 77 and 78 of the Copyright, Designs and
Patents Act 1988.
All rights reserved. No part of this book may be reprinted
or reproduced or utilized in any form or by any electronic,
mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from the
publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
Library of Congress Cataloging-in-Publication Data
A catalog record for this title has been requested
ISBN: 978-1-032-13047-7 (hbk)
ISBN: 978-1-032-13050-7 (pbk)
ISBN: 978-1-003-22738-0 (ebk)
DOI: 10.4324/9781003227380
Typeset in Goudy
by SPi Technologies India Pvt Ltd (Straive)
Contents
List of Figures vii
List of Tables viii
Acknowledgments ix
About the Contributors x
1 Introduction: Peacebuilding through Performance Art
as Education 1
CANDICE C. CARTER AND RODRIGO BENZA GUERRA
2 Culture, Performance, and Peace: How Performance
Art and Intangible Cultural Heritage Help to Create
Peace in Our World 13
CHRISTOPH WULF
3 Aesthetic Resonance as Peacebuilding in Applied
Theatre with Newly Immigrated Children in Germany 27
SERAFINA MORRIN
4 Bridging the Classroom Divide in the US: Dialogical
Pedagogy and the Healing Arts 41
JAMES ALAN ASTMAN
5 From a Place of Not Fully Knowing: Devising Theatre
with Young Adults in Austria as a Vulnerable Process of
Elicitive Peace Education 71
HANNE TJERSLAND
6 Teaching for Gender Equality as Peace Education
through Theatrical Performance in Mexican Schools 91
LUCÍA E. RODRÍGUEZ MCKEON AND NÁYADE SOLEDAD MONTER ARIZMENDI
vi Contents
7 Theatre Arts in Peace Education: The Praxis at the
Mindanao Peacebuilding Institute in the Philippines 109
KYOKO OKUMOTO, BABU AYINDO, AND DESSA QUESADA PALM
8 Storytelling in Burundi: Traditional and Theatrical
Education to Support Peacebuilding 130
WILLIAM M. TIMPSON, FULGENCE TWIZERIMANA, AND GODELIEVE NISENGWE
9 Desiderata: Dancing Social Cohesion in Cape Town 146
GERARD M. SAMUEL AND CHARLOTTE SVENDLER NIELSEN
10 Peacebuilding through Testimonial Theatre in the
United States and Northern Ireland 159
JENNIFER BLACKBURN MILLER
11 Political Humor and Peace Education 181
SYED SIKANDER MEHDI
Conclusion 201
CANDICE C. CARTER
Appendix 206
Index of Names 210
Index of Terms 216
Figures
4.1 Fourth grade script writing session with teacher 55
4.2 Storyboard for The Strong Ones 55
4.3 Fourth graders vote on Words Behind Bars 56
4.4 Parents watching a strike scene in The Strong Ones 57
4.5 “Get outside of your fourth-grade selves” 60
4.6 Sixth graders reading their Eleanor Roosevelt books to
kindergarteners 61
4.7 Art teacher guiding sixth grader while he sculpts his “hero” 62
4.8 Sixth grade sculptures of peace/human rights heroes: Mahatma
Gandhi, Malala Yousafzai, Gloria Steinem, Frederick Douglas 63
4.9 Student explaining her homelessness booth to classmate 64
4.10 Student visitors to immigration booth 64
4.11 Students learning about LGBTQ booth 64
6.1 Performance: The Street and the Stalking Vampires 99
6.2 Performance: Secondary School Warriors 99
6.3 Gender mainstreaming in the classroom 105
7.1 The logo of the Mindanao Peacebuilding Institute Foundation
Incorporated 114
8.1 Peace English Club meeting with Fulgence Twizerimana 136
Tables
7.1 Direct/structural/cultural violence and peace and
negative/positive peace 116
7.2 Art, direct/structural/cultural violence and peace and
negative/positive peace 124
Acknowledgments
This book expresses the hope and perseverance of everyone who contributed
to it and their supporters during the second year of an ongoing pandemic that
caused widespread illness with loss of family, friends, peers, and fellow activists
in addition to a way of life. The development process illustrated how visions
of and commitment to peacebuilding sustain action for its advancement in the
midst of difficult circumstances.
