Trans-Performative Theatre: Sharpening Skills and Knowledge in Schools

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dc.contributor.authorShule, Vicensia
dc.date.accessioned2016-04-01T16:35:56Z
dc.date.available2016-04-01T16:35:56Z
dc.date.issued2016
dc.description.abstractThe life of children especially girls in schools is entangled in cumulative social and economic encounters. Some of these encounters hinder their ability to excel in academic life. Knowing the need to empower children at younger age, in 1996, Department of Fine and Performing Arts of the University of Dar es Salaam embarked on Tuseme (let’s speak out) project to empower girls in secondary schools using theatre. Prior, a project on children theatre targeted pupils in primary schools from 1991 proved that theatre plays a crucial role in the development of child’s mental, social, physical and psychological life. Using Tuseme theatre process girls are exposed to transformative and performative processes which empowers them to reveal and overcome problems which hinder their academic and social development. Its successful approach makes Tuseme one of the crucial interventions carried to address the constraints which face children in acquiring education not only in Tanzania but also in other countries in Africaen_US
dc.identifier.isbn978-1-138-85974-6
dc.identifier.urihttp://hdl.handle.net/123456789/1409
dc.language.isoenen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofseriesRoutledge Research in International and Comparative Educaton;
dc.subjectTuseme, Theatre, Tanzaniaen_US
dc.subjectTheatre
dc.subjectTanzania
dc.titleTrans-Performative Theatre: Sharpening Skills and Knowledge in Schoolsen_US
dc.typeBook chapteren_US
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