Youth and Theatre of the Oppressed (review)

Peter Duffy and Elinor Vettraino embark on relatively uncharted territory with Youth and Theatre of the Oppressed, an edited collection of international essays that examines theoretical and practical implications of engaging young people with Theatre of the Oppressed (TO). TO, a body of interactive theatre techniques developed by the late Augusto Boal, has recently gained momentum in youth settings through the efforts of social and cultural workers, as well as artists, educators, and scholars. Given the historical connection between TO and education (specifically Paolo Freire's pedagogy of the oppressed), as well as between youth and spaces of institutionalized oppression, a text with this focus is long overdue. Youth and Theatre of the Oppressed "seeks to investigate critically the practitioner's praxis and to start a dialogue about the intersections of TO and Youth" (xii), and the editors of this volume follow through on this promise, offering a dynamic collection of essays that document artists' efforts to work against oppression, while acknowledging the complex contexts that shape young people's experiences.

Most of the scholars and practitioners assembled for this collection are well-known for their work in areas of TO, theatre in education (TIE), educational theatre, or theatre for social change. Through varied explorations of TO strategies, methodologies, and related theories, the seasoned contributors engage readers in questions and tensions that arise from TO methods that have the potential, if not the explicit aim, to disrupt hegemonic systems and institutions that are theoretically designed to support young people. Shedding light on the specific practice of TO with youth populations, the text more broadly encourages readers to deepen their own understanding of theatre "through reflection on the praxis of others" (xiii).

Youth and Theatre of the Oppressed opens with a transcript of actual conversations between the book's editors and several contributors. This unique introduction simultaneously mirrors the dialogic nature of TO, while introducing some of the text's key issues, such as the politics of youth agency and the pedagogical and political agendas that adults bring to settings with youth. The main body of the text is structured into three parts—"Theatre of the Oppressed in Educational Settings," "The Political Life of Youth," and "Theatre of the Oppressed Practices with Youth"—and includes case studies, interviews, and critical essays. Specifically, the editors incorporate excerpts of dialogues with Boal and a call to action by his son Julian, who cautions readers that "we cannot be lulled into thinking that we are doing right in the world just because we are cultural workers; cultural workers often work for the same states that legitimize oppression" (xv). The collection closes with an afterword by Glen Hudak, which inspires readers to consider psychoanalytic theory and its relevance to TO and youth.

The chapters in part 1 "examine institutionalized oppression in formalized places of learning" (xiii), raising useful questions about the possibilities for change within schools. Andrea Dishy and Karina Naumer recount their efforts to challenge 3- to 7-year olds to think beyond traditional "teacher-pleasing" roles and responses through a forum-like TIE sequence with puppets. Johnny Saldaña's case study on stigmatization in schools raises poignant questions about measurable outcomes of TO and the ethics of exploring "real" student stories, while Elinor Vettraino examines tensions between the ideologies and practices associated with TO and the often rigid skills and behaviors dictated by formalized education. While Boal's writing on TO is often theoretical and abstract, the strength of these chapters lies in their detailed descriptions of techniques that are developmentally appropriate for TO work with youth, as well as in their practical tips on how to guide youth participation/disruption responsibly.

Part 2 examines specific political issues facing young people around the world and includes some of the more compelling chapters in the book. By adapting TO to address youth concerns about occupation and incarceration, relationship violence, patriarchy, and racism, the authors show how the political nature of knowledge and meaning-making can be examined with youth in terms they can...