Browsing by Author "Bhebhe, Sibongile"

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An appreciative inquiry approach to forum theatre on addressing ethnic prejudice for the Hillbrow Community Theatre Group
(2014-01-22) Bhebhe, Sibongile
This Practice as Research report investigates the syncretization of Forum theatre with Appreciative Inquiry in dealing with ethnic prejudice in Hillbrow, South Africa. The study looks at how two seemingly contradictory methods that, nonetheless, speak to each other can be merged. Appreciative Inquiry, a non-theatrical method, has been used to enhance Forum theatre, a theatrical method. The study argues that Appreciative Inquiry through its asset-based approach can enhance the problem-solving approach of Forum theatre to help participants address issues of identity, difference and diversity that largely speak to ethnic prejudice. The Research Report consisted of a Practice-based Research Project. This report focuses on the learning derived from the project. Chapter 1 looks at the background to the study, the aim, research question, rationale and the literature that informs it. In chapter 2 the theories of Appreciative Inquiry and the Theatre of the Oppressed are addressed. Chapter 3 looks at the conceptual framework of syncretizing Forum theatre with Appreciative Inquiry. Chapter 4 is the beginning of the analysis chapters where the matter of facilitation in the merged methods is addressed. Chapter 5 takes closer look at spect-acting in Syncretized Forum theatre. The matters of facilitation and spect-acting are further addressed in chapter 6 through the articulation of storytelling and folktale. Chapter 7 concludes the study. This Research Report asserts that the merging of the two methods had the ability to engage the participants in problem-solving in a more positive way in dealing with ethnic prejudice. The study raised questions about the efficacy of the positive principle of Appreciative Inquiry and the problem-posing approach of Forum theatre. The demanding nature of ethnic prejudice challenged the positive principle advocated by Appreciative Inquiry and the problem-posing approach of Forum theatre. It concludes that there is more work to be done in articulating the merging of the two methods.
Asset enhanced forum theatre for liberation: combining appreciative inquiry and forum theatre in addressing xenophobia on Zimbabwean women living in Johannesburg, South Africa.
(2023) Bhebhe, Sibongile
This research study explored the effectiveness of using Forum Theatre together with Appreciative Inquiry, as participatory methods to address the effects of xenophobia amongst Zimbabwean immigrant women living in Johannesburg, South Africa. The study was about merging Appreciative Inquiry and Forum Theatre to enhance women’s agency to transform their individual lives and the communities they come from through the use of an integrated methodology, Practice as Research (PaR). The research brought into focus an emergent research praxis in the domains of practiceoriented research and challenged the binary habits of thought/theory and practice inherent in traditional research. The methodology was positioned as an instrument to assess the meaningful participation of the women in theatre. Augusto Boal’s, David Cooperrider’s and Freire’s theoretical and conceptual frameworks guided and informed the study’s epistemological and philosophical vision around the issue of xenophobia. The results of this study were interpreted and analysed through a thematic analysis approach. It was discovered that the methodological design including merging of the two methods (FT and AI) facilitated and influenced perspectives around the transformative nature of FT and AI. The study revealed that the women’s bodies can be raised to critical levels of consciousness: Rehearsal rooms are symbolic conceptions for a rehearsal for a revolution: The women can move from margins of socio-economic rejection to recognition in the Johannesburg society amid xenophobia: The Joker’s role and function is critical to the interventional and transformational facets of FT and AI. The study also highlighted the counter arguments to merging the two methods as practicable but idealistic
Forum Theatre as a Form of Protest: A Practice-Based Investigation
(University of the Witwatersrand, Johannesburg, 2024) Chetty, Teakshania; Bhebhe, Sibongile
This study examines Forum Theatre's (FT) impact within the Fees Must Fall (FMF) movement in South Africa, highlighting its role in protest and social change. Findings show FT empowers participants, promotes understanding of systemic injustices, and fosters solidarity and innovative strategies for activism. The research advocates for further investigation into FT's effects, collaboration between FT practitioners and social movements, and increased support for FT initiatives. Ultimately, FT is presented as a vital tool for social activism, enabling mobilization, education, and empowerment.
Teaching at Sir Alba Tutoring and Arts Academy: Investigating Theatre of the Oppressed as a teaching approach to After Care Centre Classrooms in Etwatwa Township in Johannesburg
(University of the Witwatersrand, Johannesburg, 2024) Zitha, Albert Shangu; Bhebhe, Sibongile
After care centre has become alternative spaces where teaching and learning happens, parents enroll their children in these centre not only to keep their children safe but they have become spaces where supplementary learning happens. Covid-19 has affected education and its systems, schools are still in a ‘catching up’ phases, the schools and teachers are in need of assistance in terms of teaching and learning and making education more interactive and experiential to the learners. Alternative teaching approaches are in high demand. This study’s primary aim is to investigate to investigate the use of Theatre of the Oppressed as a teaching approach to various topics covered in an after care tutoring centre and to answer how Theatre of the Oppressed can be used as a teaching approach to various topics covered in an after care tutoring centre and school curriculum. This study uses a Practice as Research design. In this Practice as Research there where Theatre of the Oppressed workshops conducted. The data was collected through these research instruments: picture and videos were recorded and notes were documented through journaling. Some of the findings are; tutors explored self expression through image Theatre and engaged in discourse during and after forum theatre however tutors still need thorough training in an application of Theatre of the Oppressed. This study adds to knowledge development, practice and advocacy by liberating teaching and learning spaces. This study shows the value of expressive learning and how applied drama and theatre can be a useful mediator to decaying South African education system to promote quality, effective and give learners agency of their own learning and develop responsible citizens.