Boal, Theatre in Education and the Promotion of Fundamental British Values

Ward, S.

Abstract

This paper offers a critical analysis of the imposition of Fundamental British Values (FBVs) in schools and nurseries as part of Prevent, the UK’s counter-terrorism strategy, and compares the rationale of this policy with the motivation for Theatre in Education (TIE). This paper argues that the ‘values’ promoted through education under Prevent bear a troubling resemblance to the pattern of fascist propaganda critiqued by Adorno. In response to the UK’s counter-terrorism strategy, this paper asks if it is possible for TIE in England today to be informed by Boal’s Poetics of the Oppressed, which are underpinned by Brecht’s Marxist Poetics. Discussion takes place in three parts: Part I examines policy on FBVs, asking if we are experiencing a return to Idealism. Part II develops this analysis by comparing Idealist Poetics and Marxist Poetics, asking what kind of theatre for young audiences is being funded in England today, and why. Part III completes the analysis by looking at Boal’s Poetics of the Oppressed, asking if his method is feasible in England today. This paper concludes that theatre that is designed to raise our critical consciousness is not always welcome, as it places demands on us to imagine a different society, when we are in fact heavily invested in the status quo.

Citation

Ward, S. (2018). Boal, Theatre in Education and the Promotion of Fundamental British Values. Journal for Critical Education Policy Studies, 16(3), 38-67

• Journal Article Type: Article
• Acceptance Date: Nov 17, 2018
• Publication Date: Dec 1, 2018
• Deposit Date: Dec 3, 2018
• Publicly Available Date: Jul 7, 2020
• Journal: Journal for Critical Education Policy Studies
• Print ISSN: 2051-0969
• Electronic ISSN: 1740-2743
• Publisher: Institute for Education Policy Studies
• Peer Reviewed: Peer Reviewed
• Volume: 16
• Issue: 3
• Pages: 38-67
• Public URL: https://durham-repository.worktribe.com/output/1341980
• Publisher URL: http://www.jceps.com/archives/4911