Theatre for Young People (TYP): issues of authenticity and authorship

Theories of child-centredness which emerged in the 20th century addressed important social issues regarding children’s position in society and brought about progressive pedagogical practices; however, they also produced an artificial divide between children and adults that is maintained through limiting constructions including the ‘invisible adult’ and the ‘decontextualised child’ (Langford 2010). Contemporary formal education has begun to question this approach in a move away from child-centredness toward a ‘democratic centre’ (Langford 2010), in which teachers are placed alongside children in the learning process. This paper examines the dynamics of the shift and what it means for Theatre for Young People (TYP) through two key areas of contestation: authenticity and authorship. It argues that a move toward the democratic centre is necessary but requires TYP practitioners to rethink their understanding of authenticity and authorship in a move toward democratic co-artistry with children