DEEP LISTENING IN A FEMINIST POPULAR THEATRE PROJECT: UPSETTING THE POSITION OF AUDIENCE IN PARTICIPATORY EDUCATION.

THEATER; FEMINISM; ADULT education

Investigating the participatory, collaborative, and conflictual character of learning within feminist coalitions was the focus o fan interdisciplinary community-based project that used popular theatre as the methodology. Popular theatre, with its creative approach to analyzing, naming, and acting on problems and working creatively with conflict, created a unique opportunity to enrich and complicate one's understanding of deep listening—an embodied and active standpoint for speaking and listening across difference. This article outlines some of the deeper understandings about feminist politics, theatre processes, and the creation of democratic sites of learning that emerged from this study. The authors focus on theatre processes that created new opportunities for high-risk storytelling and deep listening. Insights from this study can be applied to the learning processes of movements for social justice, particularly feminist coalitions, and to the ways the participatory process and democratic intent of adult education classrooms are understood. [ABSTRACT FROM AUTHOR]

Copyright of Adult Education Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)