Search Results (47)

Ninety-five-year-old Doris Held, a great niece of Sigmund Freud, has been convening the Shakespeare Reading Group in Northampton, Massachusetts, my hometown, since she moved here in 2016. In the following essay, which is a personal response to my experience of this group of Shakespearean readers, to Doris Held, and to the work of Shakespeare in general, I attempt to chart the full impact of the Bard’s work on my life and on the world around me. I am neither a scholar nor a historian. In a true sense, I am a bystander Shakespearean, who has received deep reward and benefit from the experience, but it is Doris Held and her group who opened my eyes to the precise nature of this unexamined reward. Doris brought the spirit of the group from Cambridge, Massachusetts, where she had been a dues-paying member for decades of something called the Old Cambridge Shakespeare Association, which itself dates to 1880. My wife Debra and I attended the first meeting in Northampton more than a decade ago, and we have been receiving emails from Doris four times a year ever since. While these communications often induce guilt, they invariably lead to pleasures that I would never want to relinquish. That is a complicated dynamic in my routine, and I try to grapple with its ebb and flow in the pages that follow. Each time I get one, I have a version of the same conversation in my head. Is Doris still doing this? Haven’t they done all the plays by now? All things considered, wouldn’t they—and I—rather be home watching a true crime documentary about Gaby Petito on Netflix? What the hell is William Shakespeare to me anyway? At this point, if I’m honest, Shakespeare is Doris. The experience with this group led me in two directions. One took me back to my now long-ago history with Shakespeare’s work as an actor in college. The other took me via historical research into the prehistory of Doris Held’s previous Shakespeare group in Cambridge, Massachusetts. The two paths gave me a deeper grasp of the influence of his work across the world and on my own life. Full article

Youth make up a fifth of the world’s population and will suffer the consequences of the climate catastrophe to differing extents depending on their social and geographical locations. The climate crisis is thus a matter of both intergenerational and racial/imperial injustice. Intersectional and interdisciplinary climate justice approaches are growing in the field of youth climate activism and, more often, these are necessarily engaging with collaborative methods to platform the voices of marginalised youth and those who live the colonial difference. Our paper provides early reflections from a youth climate activism artistic research project titled ‘Theatre of Climate Action: Amplifying Youth Voices for Climate Justice in Guadeloupe and South Africa’ (ToCA). In this project, sixteen young people aged 18-30 from South Africa and Guadeloupe collaborate to design, produce, and create theatre performances that reflect their exploration of climate justice through their lived experiences using artistic research methods. Specifically, we examine the opportunities and challenges in using the framework of Safe(r), Brave(r), and Riskier Spaces to support collaborative and emancipatory art-making practices that allow youth to become co-creators in this project. Insights revealed that an intentional embrace of safety, bravery, and risk as an ethico-political basis for art making was critical to cultivate a sense of community, trust, and belonging for youth co-creators. Full article

Research about the lived experiences of asylum-seeking and refugee youth can evoke powerful emotions for those involved. Young people who escaped perilous situations often bear strong emotions linked to their experiences of migration and displacement, as well as their encounters with disorientation, insecurity, isolation, discrimination and racism in unfamiliar contexts in the host society. Such emotions and emotionally charged places can be challenging to work with as researchers and require reflexive and situated methodological and ethical judgements. This paper investigates the emotional complexities of fieldwork with vulnerable young people by reflecting on (dis)comfort and discusses how to negotiate these issues with care and consideration. It draws from qualitative participatory and creative fieldwork experiences using story mapping, photovoice, walk-along and community theatre approaches in Amsterdam, Brussels, Leipzig and Newcastle-Upon-Tyne. It reports on a range of critical ethical and methodological issues that arose in our work that address meaningful relationships, reciprocity and trust, understanding the field, positionality and reflexivity, and challenges around the co-production of knowledge and leaving the field. Throughout, the paper flags various complex and, at times, ambiguous ethical and methodological issues that emerged throughout the research process and argues for research approaches that are sensitive to the contextual and multi-faceted nature of investigating young refugees and asylum seekers in European cities. Full article

I explain the early Tamil idea of meyppāṭu as a kind of action, which consists of embodying the spirit, and show how it manifests itself in ordinary emotional experience, in love at first sight, in emoting in theatre, and in spirit possession. The analytical tool I employ is the concept of mūviṭam, or the personaic triad, the central concept in the theory called puttiṇai. Using this tool, I outline the idea of meyppāṭu in the primal community, in the state society, and also in the industrialist state, and show how the understanding of meyppāṭu in the primal world (what I have called viḻuttiṇai) ensured a love-based lifeway necessary for the wellbeing of the people and all the beings other than humans that were also part of that world, and why this understanding is necessary today to end the present Anthropocenic industrialist lifeway, which has brought humans and beings other than humans to the brink of disaster. Full article

Improving teachers’ knowledge and skills in dealing with adolescent suicidality may be important for prevention. We evaluated the feasibility and acceptability of a theatre-based gatekeeper teacher training for adolescent suicide prevention (SPES project). Self-reported changes in knowledge and self-efficacy were also investigated. Based on a quasi-experimental repeated measures design, secondary schools were invited to participate in one of two intervention groups (theatre workshop or attending a theatre performance) or a control group (no intervention). Assessments were conducted prior to the intervention, shortly following it and 3 months later. Attendance and retention were indicators of feasibility. Knowledge and self-efficacy were assessed longitudinally using anonymous questionnaires. Data were analyzed using linear mixed models. 191 teachers (84.3% women; Mage = 46.8, SD = 9.8) participated in the study (63 workshop, 66 performance and 62 control group). Attendance was 92% in the workshop group and 94% in the performance group. The retention rate after three months was 51% in the workshop group and 53% in the performance group. Teachers in both groups reported greater knowledge of adolescent suicide (p < 0.001) and higher gatekeeper self-efficacy (p < 0.05) than the control group. The SPES project was found to be feasible and acceptable. Both the workshop and the performance viewing may improve teachers’ knowledge and self-efficacy in recognizing signs of suicide risk in adolescents. Full article

Background/Objectives: It is well known that there are differences in the academic and employment preferences of nursing students once they have completed their undergraduate studies in nursing. These preferences are largely influenced by students’ affinity for certain thematic areas over others. Therefore, the objective of this study was to identify the employment and academic preferences of third- and fourth-year Nursing Degree students at the University of Las Palmas de Gran Canaria (ULPGC). Methods: A cross-sectional, descriptive observational study was conducted among nursing students across three campuses of the ULPGC (Canary Islands, Spain). An online questionnaire was used to collect various sociodemographic and academic variables, as well as preferences across ten thematic areas. Descriptive and bivariate inferential analyses were performed, along with a correlation analysis among the areas. Results: The areas of highest preference were “Emergency Nursing”, “General Nursing”, and “Family and Community Nursing”. The areas of lowest preference were “Other Areas (teaching, management, research)”, “Mental Health and Psychiatric Nursing”, and “Geriatric Nursing”. Three clusters of closely correlated areas were identified: cluster 1 (Intensive and Critical Care Nursing, Emergency and Emergency Nursing and Operating Theatre and Anaesthesia Nursing), cluster 2 (Obstetric-Gynaecological Nursing–Midwifery, Paediatric Nursing and Mental Health and Psychiatric Nursing) and cluster 3 (remaining areas). A significant proportion of students expressed intentions to pursue postgraduate studies. Conclusions: Strategies should be implemented to enhance students’ preferences in the areas of “Mental Health and Psychiatric Nursing” and “Geriatric Nursing”, which are areas where there is a high demand for nurses. It is also necessary to increase their interest in research, management, and teaching. This study was not registered. Full article

Background: The COVID-19 pandemic has impacted nursing theatre staff, departmental activity, and delivery of services to patients. This work-based project aimed to investigate the challenges of nursing leadership in an elective orthopaedic department at current times. Methods: The study collected qualitative data exploring theatre staff’s expectations from leadership, offering insight on how the pandemic has influenced the way of working and exploring how the future in this unit may look. The answers from 20 practitioners to an anonymised open-ended survey were examined using thematic analysis. Results: The participants described a leader as a good communicator who focuses on empowering others and supporting the team, identified by the majority as a senior team member. From the findings, three topics were identified: immediate changes, delayed changes, and pre-existing conditions. The answers painted a reality that is complex and multifaceted, where numerous variables play a part in the physical and mental health of each candidate, impacting their performance as well as their work/life balance. Overall, the strongest subjects recurring in the findings were the need for nursing leadership to focus on supporting staff with training opportunities, to actively plan for a reduction in staffing shortages, and to be constantly mindful of staff well-being. Conclusions: This study pointed out that the need for constant communication with their staff, building honest relationships, and being a reliable leader, focused on empowering others and supporting the team were important factors for the nursing management during the COVID-19 pandemic and post-COVID-19 era. Full article

The aim of this paper is to understand the long-COVID impact on cultural heritage organisations, and future research needed. COVID-19 was disruptive to cultural heritage socioeconomic activities across the world during 2020 and 2021. Whilst government intervention and changes from physical to digital engagement generally prevailed, the long-COVID impact on cultural heritage organisations, their people and users, buildings, and collections remains unknown. The extent, also, to which financing, curating, visiting, and volunteering patterns have changed is uncertain. Following the pandemic closures and associated support, cultural heritage organisations are facing continuing economic, social, political, environmental, technological, and organisational culture pressures. This research examines the existing academic literature, sector publications, annual reports and associated visitor information to understand whether cultural heritage organisations have long-COVID, whether they can survive another pandemic, and what further research is needed to be better prepared. Four case studies from the UK look at the visitor and financial impacts of COVID-19 on the British Library, the London Transport Museum, The Theatre Royal Drury Lane, and Kensington Palace. This paper contributes to heritage research by providing a deeper understanding of the impact that COVID-19 had on heritage, and how to proactively plan for similar future disruptions. The impact themes show that change did not result in a new normal but in the need for a new space, consisting of blended space (physical and digital), mixed space (indoors and outdoors), and community of practice space (isolated or cross-sector networking space). The literature highlights the significance of the sector coming together during the pandemic to share knowledge and provide support through its networks. It also highlights how important it is for such unity not to be lost but to be harnessed to support ongoing organisational sustainability and better preparedness for future crises. Finally, future research suggestions are proposed grouped into social, digital, financial, and operational research themes. Full article

This article draws on a twenty-year relationship of short-term interventions with Dalit communities living in informal settlements, sub-cities and urban villages in Mumbai, that have sought to create public theatre events based on research by and with communities that celebrate, problematise and interrogate sustainable urban living. In looking back over the developments and changes to our working methods in Mumbai, I explore how the projects priorities the roles of the community as both researchers and artists. I consider where a specific applied theatre project, which focuses on site specific storytelling with Dalit communities in Worli Koliwada and Dharavi, functions on a continuum of interactive, participatory, and emancipatory practice, research and performance. Applied Theatre practices should not and cannot remain static, they need to be constantly reformed and as practitioners and researchers we need to constantly re-examine the ways in which we work. This chapter poses two central questions: firstly, can this long-term partnership between practitioners, researchers and artists from the UK and India working with community members genuinely be a space for co-creating knowledge and theatre? And secondly, if so, is this Theatre-based Research or Research Based Theatre? I interrogate Applied Theatre’s potential to create a space of cognitive justice, which must be the next step for applied theatre, along-side its more widely accepted aims of searching for social and spatial justice and which places the community as both artists and researchers. The Dalit social reality is one of oppression, based on three axes: social, economic and gender. The chapter explores how working as co-researchers and the public performance of their stories has been a form of ‘active citizenship’ for these participants and is a key part of their strategy in their demand for policy changes. In looking forward I ask how working in international partnerships with community members can promote cognitive justice and go beyond a merely participatory practice. I consider why it is vital for the field that applied theatre practice includes partners from both the global south and north working together to co-create knowledge, new methods of practice to ensure an applied theatre knowledge democracy. In doing so I will discuss if and how this work might be considered to be Theatre-based Research. Full article

This reflective essay describes a research course which provided undergraduate students with an opportunity to conduct archival research on six decades of queer, trans, Black, Indigenous, and People of Colour (QTBIPOC) activism and care that have challenged heteronormativity, cis-normativity, and racism in Canada. While there are many ways to share the findings of archival research, we chose to teach our students how to create dramatic verbatim monologues as the arts-based research method of verbatim theatre required students to use the words of activists themselves to explain why a particular moment of activism and care was needed. Students attended three different workshops during the full-year course from September 2022 to March 2023: a workshop in conducting archival research, a workshop about centring themselves and their communities in their research, and a workshop in verbatim monologue writing. Here, we reflect upon what these workshops taught us about archival research, working with Indigenous archival material, and rupturing systems of oppression in our own bodies. At the end of the course, students reported their take-aways from the course. This included a new understanding that it was possible to conduct research on topics they felt passionate about and that theatre-based research provided them with a way to express the findings of their research in forms other than writing essays. This new-found freedom was life-changing. Full article

Data now plays a central role in civic life and community practices. This has created a pressing need for new forms of translation and sense-making that can engage diverse publics. Research-based Theatre (RbT) has proven to be an effective approach to delivering qualitative data to community stakeholders. We extend this tradition by proposing “community-engaged data theatre”. This approach translates quantitative data into theatrical language to engage communities in deliberative conversations on relevant issues. Community-engaged data theatre requires bridging multiple disciplines and involves creating new definitions and shared vocabularies in discourses that formerly have had little overlap in meaning. In this article, we share key insights from our initial experiments in which we adapted quantitative and qualitative data to devise a pilot piece in collaboration with a local community partner. In this essay, we communicate our collaborative process in polyvocal, artistic form. We edit and adapt materials from our conversations and creative practices into scenes illustrating how we taught and learned from each other about data science, participatory modeling, material deliberation and Composition to pilot our lab’s first community-engaged data theatre prototype. Full article

This article presents processes for developing contextualized training procedures to better appreciate partnership, capacity-building experiences, and specific implementation challenges and opportunities for mental and public health teams. The program enrolled 469 out-of-school adolescents to participate in the integration of youth mental health into health and life-skill safe spaces. The teams utilized various methods to achieve process outcomes of restructuring and adapting curricula, training youth mentors, and assessing their self-efficacy before integrating the intervention for 18 months. The Coronavirus (COVID-19) pandemic became an additional unique concern in the preliminary and the 18-month implementation period of the program. This necessitated innovation around hybrid training and asynchronous modalities as program teams navigated the two study locations for prompt training, supervision, evaluation, and feedback. In conclusion, out-of-school adolescents face a myriad of challenges, and a safe space program led by youth mentors can help promote mental health. Our study demonstrated how best this can be achieved. We point to lessons such as the importance of adapting the intervention and working cohesively in teams, building strong and trusting partnerships, learning how to carry out multidisciplinary dialogues, and continuous supervision and capacity building. This article aimed to document the processes around the design and implementation of this innovative intervention and present a summary of lessons learned. Full article

Informed by critical disability studies and disability justice, this article describes the reflections of two university researchers co-researching with self-advocates (individuals with intellectual disability), theatre artists, researchers, and a community living society to create social justice disability theatre as critical participatory research (CPAR), demonstrating how disability theatre can contribute to and advance inclusive research practice. Disability justice-informed theatre as CPAR has direct relevance to people with intellectual disabilities; offers a platform where self-advocates’ diverse ways to communicate and be in the world are honoured and taken up as resources to the research and community; and can generate mentorship opportunities for self-advocates to learn, practice, and develop research skills. Significances include showing how the theatre creation process (devising, developing, and refining scenes) is research in itself and how tensions are recognized as sites of possibility. Future research should explore how increasing pathways to communication, co-creation of KT strategies, and protocols for power sharing and problem solving within disability theatre as CPAR impact the roles, outcomes, and experiences of disabled and non-disabled researchers and audience members. Full article

This paper explores an innovative educational program designed to protect and promote the geocultural heritage of Minoan Crete. The program applies environmental education and sustainability principles while integrating theater in education, a novel approach that significantly impacts participants’ perspectives. By effectively combining these elements, the program fosters environmental awareness, deepens cultural appreciation, and instills sustainable behaviors in both the local population and visitors. This interdisciplinary approach, blending geocultural heritage into environmental education, promotes an understanding of the delicate balance between nature and human interaction during the Minoan era. The paper also examines the program’s potential for broader community engagement and policy influence, emphasizing how its educational outcomes could result in meaningful changes at both community and policy levels. We advocate for the preservation of Minoan Crete’s geocultural heritage and its sustainable future through a unique blend of educational strategies, marking a milestone in heritage conservation. Full article

A significant volume of literature has extensively reported on and presented the benefits of employing escape classroom games (ECGs), on one hand, and on augmented reality (AR) in English language learning, on the other. However, there is little evidence on how AR-powered ECGs can enhance deep and meaningful foreign language learning. Hence, this study presents the design, development and user evaluation of an innovative augmented reality escape classroom game created for teaching English as a foreign language (EFL). The game comprises an imaginative guided group tour around the Globe Theatre in London that is being disrupted by Shakespeare’s ghost. The game was evaluated by following a qualitative research method that depicts the in-depth perspectives of ten in-service English language teachers. The data collection instruments included a 33-item questionnaire and semi-structured interviews. The findings suggest that this escape game is a suitable pedagogical tool for deep and meaningful language learning and that it can raise cultural awareness, while enhancing vocabulary retention and the development of receptive and productive skills in English. Students’ motivation and satisfaction levels toward language learning are estimated to remain high due to the game’s playful nature, its interactive elements, as well as the joyful atmosphere created through active communication, collaboration, creativity, critical thinking and peer work. This study provides guidelines and support for the design and development of similar augmented reality escape classroom games (ARECGs) to improve teaching practices and foreign language education. Full article