Publication Date


Document Type


First Advisor

Cunningham, Phyllis M.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Counseling, Adult and Higher Education


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


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.


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


xv, 335 pages




Northern Illinois University

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