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A Case Study on Implementing Forum Theatre: Eliciting Views and Explaining Processes

Hammond, N (2011) A Case Study on Implementing Forum Theatre: Eliciting Views and Explaining Processes. DEdCPsy thesis, University of Sheffield.

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Abstract

Eliciting and advocating the voice of the child remains at the heart of National and International political agendas. It also remains a central role for Educational Psychologists. Previous research indicates that Educational Psychologists tend to use language based methods for eliciting and advocating views of children. However, these approaches are often limited. Taking a case study approach this paper aims to explain how the use of Forum Theatre offers Educational Psychologists a legitimate way of eliciting and advocating the views of children. The study worked with seven Year Six children to create a Forum Theatre Performance which was performed in front of the whole school (spect-actors). Focus groups were held with teachers (n=3) and children (n=6) from within the school. The project adopts a critical realist epistemology and ontology and uses a semantic deductive thematic analysis to explain underlying processes of emancipation, therapeutic potential and value added potential within the context of a small rural primary school. The results of this study support previous literature demonstrating that Forum Theatre has a wealth of emancipatory processes which would be likely to optimise the approach being used to elicit and advocate for the voice of the child. Further support is offered to the claimed therapeutic processes of Forum Theatre as well as a range of other psychological processes which make this technique a legitimate tool for Educational Psychologists. This paper discusses these processes alongside contrasting caveats on implementing Forum Theatre. Practical applications and limitations are discussed with some suggestions for further research.

Item Type: Thesis (DEdCPsy)
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Depositing User: Mr N Hammond
Date Deposited: 15 Aug 2011 14:11
Last Modified: 08 Aug 2013 08:46
URI: http://etheses.whiterose.ac.uk/id/eprint/1569

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