Staging difficult conversations: research-based catalyst scripts in educational spaces
| dc.contributor.advisor | Baxter, Veronica | |
| dc.contributor.author | Steyn, Savannah | |
| dc.date.accessioned | 2025-04-08T11:13:02Z | |
| dc.date.available | 2025-04-08T11:13:02Z | |
| dc.date.issued | 2024 | |
| dc.date.updated | 2025-04-07T08:33:01Z | |
| dc.description.abstract | I personally feel sometimes uncomfortable even addressing the issue when- if something happens at that moment in time, you don't respond, or you are caught off guard and you don't always go back to address it and do a confrontation and say “look this was uncalled for, or this is a form of”…it's almost as if or as if I would be, not scared but fearful of stepping on toes and labelling it for what it is. So, you just end up walking away. (Participant AA, 2022) Sensitive issues such as mental, physical and sexual abuse may be difficult to discuss and prove triggering for both youth and adults, due to the nature of the topic. Herein lies the quandary: how might adults engage in these sensitive conversations with young women and men without resorting to narratives that instil fear and judgment? Prevention education in schools may empower learners as well as provide them with the skills to navigate these volatile conversations. The use of innovative tools which promote critical thinking, reflection and empathy, can be achieved through an investigation of the topics as understood and experienced by those in conversation. This research investigates the use of research-based theatre practices and theatrical interventions used in educational spaces, to promote consciousness and advocacy amongst high school learners and educators. The theoretical analysis of these practices is considered alongside the findings of a fieldwork study, which used a research-based catalyst script, Boundaries, to create a framework on the topic of abuse, with educators. In considering pedagogical practices which seek to integrate learners' and educators' lived experiences and challenges into the curriculum, it will examine models and theatrical devices to gauge the aesthetic distance needed to ensure the psychological safety of participants, whilst they engage in these difficult conversations. | |
| dc.identifier.apacitation | Steyn, S. (2024). <i>Staging difficult conversations: research-based catalyst scripts in educational spaces</i>. (). University of Cape Town ,Faculty of Humanities ,Department of Drama. Retrieved from http://hdl.handle.net/11427/41363 | en_ZA |
| dc.identifier.chicagocitation | Steyn, Savannah. <i>"Staging difficult conversations: research-based catalyst scripts in educational spaces."</i> ., University of Cape Town ,Faculty of Humanities ,Department of Drama, 2024. http://hdl.handle.net/11427/41363 | en_ZA |
| dc.identifier.citation | Steyn, S. 2024. Staging difficult conversations: research-based catalyst scripts in educational spaces. . University of Cape Town ,Faculty of Humanities ,Department of Drama. http://hdl.handle.net/11427/41363 | en_ZA |
| dc.identifier.ris | TY - Thesis / Dissertation AU - Steyn, Savannah AB - I personally feel sometimes uncomfortable even addressing the issue when- if something happens at that moment in time, you don't respond, or you are caught off guard and you don't always go back to address it and do a confrontation and say “look this was uncalled for, or this is a form of”…it's almost as if or as if I would be, not scared but fearful of stepping on toes and labelling it for what it is. So, you just end up walking away. (Participant AA, 2022) Sensitive issues such as mental, physical and sexual abuse may be difficult to discuss and prove triggering for both youth and adults, due to the nature of the topic. Herein lies the quandary: how might adults engage in these sensitive conversations with young women and men without resorting to narratives that instil fear and judgment? Prevention education in schools may empower learners as well as provide them with the skills to navigate these volatile conversations. The use of innovative tools which promote critical thinking, reflection and empathy, can be achieved through an investigation of the topics as understood and experienced by those in conversation. This research investigates the use of research-based theatre practices and theatrical interventions used in educational spaces, to promote consciousness and advocacy amongst high school learners and educators. The theoretical analysis of these practices is considered alongside the findings of a fieldwork study, which used a research-based catalyst script, Boundaries, to create a framework on the topic of abuse, with educators. In considering pedagogical practices which seek to integrate learners' and educators' lived experiences and challenges into the curriculum, it will examine models and theatrical devices to gauge the aesthetic distance needed to ensure the psychological safety of participants, whilst they engage in these difficult conversations. DA - 2024 DB - OpenUCT DP - University of Cape Town KW - abuse & KW - gender-based violence KW - research-based theatre KW - catalyst scripts KW - education KW - applied theatre KW - aesthetic distance KW - psychological safety LK - https://open.uct.ac.za PB - University of Cape Town PY - 2024 T1 - Staging difficult conversations: research-based catalyst scripts in educational spaces TI - Staging difficult conversations: research-based catalyst scripts in educational spaces UR - http://hdl.handle.net/11427/41363 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/41363 | |
| dc.identifier.vancouvercitation | Steyn S. Staging difficult conversations: research-based catalyst scripts in educational spaces. []. University of Cape Town ,Faculty of Humanities ,Department of Drama, 2024 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/41363 | en_ZA |
| dc.language.iso | en | |
| dc.language.rfc3066 | eng | |
| dc.publisher.department | Department of Drama | |
| dc.publisher.faculty | Faculty of Humanities | |
| dc.publisher.institution | University of Cape Town | |
| dc.subject | abuse & | |
| dc.subject | gender-based violence | |
| dc.subject | research-based theatre | |
| dc.subject | catalyst scripts | |
| dc.subject | education | |
| dc.subject | applied theatre | |
| dc.subject | aesthetic distance | |
| dc.subject | psychological safety | |
| dc.title | Staging difficult conversations: research-based catalyst scripts in educational spaces | |
| dc.type | Thesis / Dissertation | |
| dc.type.qualificationlevel | Masters | |
| dc.type.qualificationlevel | MA |