This is my blog... the one i have meant to write for the past number of years but have been THWARTED by Circumstance. i have REPEAT the same mantra over and over again, when my life settles down and the relentless ONSLAUGHT ceases then i will begin to write a blog. well folks hear it is...
first a few things about me...
i am not a super hero (they are all white, six foot, CHISELED jawed, muscular, mousy brown hair perfections.) I am a short black slightly plump dreadlocked rough round the edges imperfection.
i have no super powers only human FRAILTIES.
i have no SECRET plan but i have a plan which changes from time to time.
i do not want to change the world just myself
i am not homophobic, RACIST, sexist, genderist, etc etc
i am not wealthy, alas
i am not a criminal although i did write a book call 'CONTEMPORARY common CRIMINAL'
i am not a member of any political party but i am political- i once ran for mayor of Stoke-on-trent on a waste your vote platform, not BECAUSE i do not BELIEVE in DEMOCRACY, i DEARLY do, but because i BELIEVE people fought to have a vote. i mean own it to do as they please with it, oh yes even waste it.
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I am currently working on a Ph.d at the University of Hull about the changing role of the applied theatre practitioner check out below...
The Role of the Applied Theatre Practitioner
(New perspectives in performance practice)
Synopsis:
In this research project I study new perspectives in the role of the applied theatre practitioner and question the function arts and social policy plays in the development of their work. My hypothesis is that the social inclusion polices of New Labour, in the late 90’s and early 00’s, led to a marked increase in the use of arts practices in educational methods.
In the thesis I specifically explore the social inclusion agenda, enacted by the New Labour government in their 1997 White Papers on Education and Youth Justice, and also in the NACCCE Report (1999), and their role in theatre practice innovations and developments. For example the abolition, in the 1997 Acts, of selection through the assisted places scheme and the rejection of punitive youth custodial methods introduced by the early 1990’s Conservative government. In favour of policies to broaden education achievement and emphasis on social skills and education in youth justice programmes adopted by the New Labour government in these acts, by increasing under representation in academic participation and attainment amongst marginal groups such as: lower income groups, women and diverse gender groups, and racial and ethnic groups. I argue in the thesis that this plan to increase participation in education, through the use of arts practice, is the catalyst for an expansion in arts activities and participation, which led to a change in the practitioner’s approach.
In studying these shifts in the use of arts practice to improve literacy, numeracy and social skills, I use my own experience and practice of over 20 years as evidence. I also use the findings of a questionnaire survey and an open discussion forum of practitioners to establish if their experience has any similarities. I briefly examine applied theatre’s background in order to contextualise contemporary applied theatre practice so as to create a workable platform for later discussions. I then deduce and identify the instruments responsible for this important shift in the practitioners approach, such as the notion of other and reflexivity.
In examination of the notion of other discussed by Bhabha (1984) and its move from colonial discourse towards gender discourse pointed to by Wilson and Kitzinger (2009) I discuss its association with the outsider status for the practitioner or researcher. In doing so, highlighting and explaining the concept’s pivotal role as a mechanism in altering orientation and position of practitioner towards participant. Also reflexivity practices are examined and identified as key methods of change, evidenced through studies by Sultana (2005), Rose (1995) and my own projects. This is to assess the concept’s usefulness for self-critical reflection of one’s positions and orientations toward the practitioner and participant and the development of applied theatre practice. In addition I use key philosophical theorists to situate my ideas such as Foucault’s (1966-89) theories on ordering knowledge and Fierier philosophies about education and power.
I contend that the practical use of these concepts are responses to social inclusion policies, which have brought about a modified approach to my practice and created opportunities for change through the need to cross boundaries of understanding . The outcome therefore is that practitioners are more than ever forced to cross fields taking a more interdisciplinary approach to their work, requiring boarder knowledge of culture, identity, society and psychologies, and practices. It is an approach that may go towards developing areas of practice that lessen distance between practitioner and participant which could aid understanding and learning.
Bibliography
Bhabha, H, K. (1982) The Other Question: Reconsiders the Stereotype and Colonial Discourse in, (1982) Sociology of Literature conference, Essex University, and in, Barker, F. (1983) (ed.) The Politics of Theory, Colchester.
Chapple, F. & Katttenbelt, C. (2006) Key Issues in Intermediality, in, Chapple, F & Kettenbelt, C. (ed. Intermediality in Theatre and Performance. Amsterdam, Rodopi. Pp.11-25.
Education Department (1997) Education (Schools) Act 1997, (Presented to Parliament by the Secretary of State for the Education Department by command of Her Majesty, on the 31st July.)
Focault, M. (1966) Sherdian smith, A, M (trans.) The Order of Things, London, Routledge.
Focault, M. (1989) Sherdian-Smith, A, M (trans.) Archaeology of Knowledge, London, Routledge.
NACCCE Report (1999) NACCCE Report Creativity Culture and Education, Department Culture Media and Sport and Department Education and Employment
Home Office (1997) No More Excuses: A new approach to tackling youth crime in England and Wales,
(Presented to Parliament by the Secretary of State for the Home Department by command of Her Majesty, on the 30th November.)
Rose, G. (1997) Situating Knowledges: positionality, reflexivities and other tactics, Progress in Human geography, vol. 21, 3 (1997) pp.305-320.
Wilson, S. & Kitzinger, C. (2009) Representing The Other in Prentiki, T. & Preston, S. (2009) The Applied Theatre, London, Routledge.
Social Inclusion Unit (2006, 7 & 8) Working Together: UK National Action Plan on Social Inclusion, Department for Work and Pensions.
Sultana, F. (2007) Reflexivity, Positionality and Participatory Ethics: Negotiating Fieldwork Dilemmas in International Research, International E-Journal for Critical Geographies, Vol. 6 (3), pp. 374-385.