Of Research Pings and Ping–Pong Balls

Strickert, Graham; Bradford, Lori

doi:10.1177/1609406915621409

Cited by 8 publications

(8 citation statements)

References 53 publications

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“…Papers on music and song, on the other hand, mostly study existing traditional songs and music on a variety of topics (e.g. Stone, 2003;Saroli, 2005;Wu, 2016;Grant, 2018;Dirksen, 2019). They are rarely used to co-create new material; some examples where new music is created can be found in Steiner 2015, Anderson et al (2018) and Plush and Cox (2019).…”

Section: Literature-mapping Exercisementioning

confidence: 99%

“…Only in (mental) health research where art-based methods are used therapeutically is there some evidence for their effectiveness (e.g. Stuckey and Nobel, 2010;Van Lith et al, 2013;Slayton et al, 2010). Photovoice (participatory methods using photography) has also been found to have tangible effects on social justice, albeit mostly on raising awareness and causing only limited transformation (Sanon et al, 2014).…”

Section: Reflectionsmentioning

confidence: 99%

“…Feedback from participants can be used to give an indication of these short-term effects. For example, Strickert and Bradford (2015) reported that participants in a theatre performance found the experience "interesting, legitimate, and effective" for learning about water management challenges. In our pilot study, both younger and older participants enjoyed the intergenerational exchanges that our approach encouraged.…”

Section: Reflectionsmentioning

confidence: 99%

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Creative practice as a tool to build resilience to natural hazards in the Global South

et al. 2020

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Abstract. Global South communities are increasingly exposed and vulnerable to natural hazards such as floods and droughts. Preparing for future hazards requires developing an idea of an uncertain future, thinking out of the box for possible solutions, enhancing communication between diverse groups, and instigating organisational and behavioural change. In this study, we explore whether art and creativity could support this process by presenting the results of a literature-mapping exercise and a case study. Our search for journal articles, focusing on Global South communities and topics like environmental issues, hazards, and health, yielded 267 papers published between 2000 and 2018. These used a diversity of art forms, including photography and other forms of visual art, music and song, and drama and storytelling. We found that papers on the topic of climate change generally had lower co-creation (62 % medium to high) than those on health (90 % medium to high). A subset of seven papers focusing on drought and flooding fell into the following two categories: those aiming to raise the general public's awareness of these hazards and those aiming to instigate adaptation action by the participants. In our case study, we explored the middle ground between these categories. In a pilot project in South Africa, we designed storytelling workshops in which community members explored scientific data on future droughts, exchanged ideas between groups, and developed narratives about the impacts of and preparedness for future drought. These narratives were filmed and edited and shared both with the community and with governance actors. We found that this approach allowed participants to imagine future droughts, opened up conversations about potential adaptation measures, encouraged intergenerational exchange, and increased awareness of local issues for policy makers. Both in the wider literature and in our case study, the long-term effects of creative interventions are rarely evaluated. Feedback from participants, however, indicates a number of short-term benefits, which shows the potential of combining creative practice approaches and more conventional approaches into a more holistic preparation for future natural hazards.

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Section: Literature-mapping Exercisementioning

confidence: 99%

Section: Reflectionsmentioning

confidence: 99%

Section: Reflectionsmentioning

confidence: 99%

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Creative practice as a tool to build resilience to natural hazards in the Global South

et al. 2020

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“…Audience members become actors in key moments of the proposed scene, directing the way the play reaches its climax through changes on a specific behavior of a character, or by modifying a given configuration. Forum Theater is historically used by social movements, but it is also being used by researchers and policy makers to communicate science and to discuss problems in a contextualized way (Strickert and Bradford, 2015).…”

Section: The Theater Of the Oppressedmentioning

confidence: 99%

Theatre, labs and gender: an education package to improve STEM working environment

Maciel

Gomide

Silva

et al. 2020

Preprint

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<p><strong>Abstract.</strong> Gender affects all aspects of life, and the working and learning environment of science, technology, engineering and geosciences presents no exception. Gender issues concerning access, permanence and ascension of women in exact and earth sciences careers, in general, relates between other causes, to the underrepresentation of women in science communications, sexual or moral harassment caused by professors and colleagues during undergraduate and graduate ages, or the overload of housework for girls, when compared to boys, during early school ages. In other words, gender imbalance in science and technology careers may be seen as the result of a series of structured oppression suffered by women of all ages. In this context, we propose the development of an education package designed to understand these processes at different levels. One of the tools of this package is known as the Theatre of the Oppressed. Elaborated by Augusto Boal in the 1970s, the Theatre of the Oppressed uses theatre techniques as means of promoting social and political changes. Usually, a scene takes place, revealing an oppression situation. The audience becomes what is called <q>spect-actors</q>, where they become active by exploring, showing, and transforming the reality in which they are living. In the context of gender issues in exact sciences careers, the students can stage situations that reveal subtle actions of power relations that usually put women in subservience places. Our experience showed that even though the acting is fiction, the spectators learn much from the enactment, because the simulation of real-life situations, problems, and solutions stimulates the practice of resistance to oppression in reality, within a condition that offers a <q>safe space</q> for practising making a change. The package also includes a set of laboratory routines based on the work of female scientists, directed to students from 12 to 18 years old. The idea of the labs is to work as a school reinforcement on natural sciences disciplines, and to give visibility to women in science, improving issues such as underrepresentation and mistrust in women work. We show the evaluation of learning efficiency by assessing the results of a quiz.</p>

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“…The underrepresentation of girls and women in STEM fields is a complex (Reinking and Martin, 2018) and worldwide phenomenon (Stoet and Geary, 2018). The subject is divided into vertical and horizontal aspects, where vertical refers to the steps in career advancement, while horizontal aspects represent the societal structural constructions.…”

Section: Introductionmentioning

confidence: 99%

Forum theatre as a tool for unveiling gender issues in science, technology, engineering and mathematics (STEM) working environments

Maciel¹,

Gomide²,

Silva

et al. 2021

Geosci. Commun.

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Abstract. Gender affects all aspects of life, and the working and learning environments of science, technology, engineering and geosciences present no exception. Gender issues concerning the access, permanence and ascension of women in exact sciences and Earth sciences careers in general are related to a variety of causes. The underrepresentation of women in science communications, sexual or moral harassment caused by professors and colleagues during undergraduate and graduate ages or the overloading of girls, when compared to boys, with housework during early school ages are some examples mentioned in the literature. In other words, the gender imbalance in science and technology careers may be seen as the result of a series of structured oppression suffered by women of all ages. In this context, we propose the development of an education package that is designed to understand these processes at different levels. One of the tools of this package is known as the “Theatre of the Oppressed”. Elaborated on by Augusto Boal in the 1970s, the Theatre of the Oppressed uses theatre techniques as a means of promoting social and political changes. Usually, a scene takes place that reveals a situation of oppression. The audience become what is called “spect-actors”, where they become active by exploring, showing and transforming the reality in which they are living. In the context of gender issues in exact sciences careers, the students can stage situations that reveal the subtle actions of power relations that usually put women in subservient positions. Our experience showed that, even though the acting is based on fiction, the spectators learn a great deal from the enactment because the simulation of real-life situations, problems and solutions stimulates the practice of resisting oppression in reality from within a setting that offers a safe space to practise making a change.

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Of Research Pings and Ping–Pong Balls

Cited by 8 publications

References 53 publications

Creative practice as a tool to build resilience to natural hazards in the Global South

Creative practice as a tool to build resilience to natural hazards in the Global South

Theatre, labs and gender: an education package to improve STEM working environment

Forum theatre as a tool for unveiling gender issues in science, technology, engineering and mathematics (STEM) working environments

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