Ensemble theatre and citizenship education : how ensemble theatre contributes to citizenship education

This study examines the ways in which ensemble theatre making can contribute to citizenship education. A range of political theories construct the framework for democratic politics and active citizenship which, in turn, become the pedagogical basis for the ensemble model of theatre learning. Outstanding political theories, such as Castoriadis’ theory of the imaginary institution of society and Habermas’ model for communicative action, structure a theoretical basis which constitutes an ideal definition for democratic politics and active citizenship. This framework becomes the pedagogic ground of ensemble theatre that constitutes a collective process of theatre making and, therefore, aims to function as a democratic learning experience in the art of theatre. In this context, a research praxis that combines methodological elements from action research and case study is conducted in two high-schools of Athens and examines students’ perceptions of politics, while at the same time explores their responses to an artistic, learning experience that interacts with their own initiatives, group decisions, and socio-artistic actions. Following this methodological route that integrates both an interventionist and an interpretive interest, the fieldwork is developed as a dialogic action between the ideal conception of ensemble theatre making and the real conditions that are encountered in the educational contexts. In this context, the analysis and the interpretation of the data provides information about the ways in young people perceive arts and politics, the ways in which they experience and develop collectiveness and active participation as well as the ways in which these perceptions determine their citizenship skills. Finally, the impact of ensemble theatre process is examined in relation to the above mentioned perceptions and conditions of political socialisation