Publication Date

2002

Document Type

Dissertation/Thesis

First Advisor

Cunningham, Phyllis M.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Counseling, Adult and Higher Education

LCSH

Adult education--Africa||Theater and society--Africa||Popular culture--Africa

Abstract

This study describes and analyzes the pseudo-Freireian practice of the popular theater for development in countries of the South. An analysis is offered which delineates the socio-economic and political imperatives of imperialism that underlie development theories and approaches in countries of the South, and how these imperialistic imperatives impact educational processes in the context of community building, leading to the production of extant power relationships. Central to this study is the examination of the Non-Formal Education Division of the Ministry of Ghana's (NFED) popular theater for development practice. This study reveals how established power structures of the state or international funding agencies force adult educators to work in a context where the state's expectations and agenda constantly supercede what can actually be attained in the interest of community people. This study proposes a re-engineering of popular theater for development that would ensure community leadership development as a central focus in community building activities in Africa. The re-engineering of popular theater for development to foster community leadership development is offered to challenge adult educators and community building practitioners with the possibilities for overcoming the political and economic forces that are in constant opposition to the social dimensions of education for social transformation.

Comments

Includes bibliographical references (pages [316]-335).

Extent

xv, 335 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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