"Acting Out" in the Public Sphere: Community Theatre and Citizenship Education Author(s): Jacqueline Kennelly Source: Canadian

Journal of Education / Revue canadienne de l'ducation, Vol. 29, No. 2, Democracy and Education / La dmocracie et l'ducation (2006), pp. 541-562 Published by: Canadian Society for the Study of Education Stable URL: http://www.jstor.org/stable/20054176 Accessed: 27/09/2010 11:19
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=csse. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.

Canadian Society for the Study of Education is collaborating with JSTOR to digitize, preserve and extend access to Canadian Journal of Education / Revue canadienne de l'ducation.

http://www.jstor.org

"ACTINGOUT" IN THE PUBLIC SPHERE: COMMUNITY THEATREAND CITIZENSHIP EDUCATION

Jacqueline Kennelly

Drawing outlined of

on historical how such

and education

on contemporary scholarship those outside both excludes fails to prepare students

I have education, citizenship the normative construction for participation is in danger the in the public of creating life. for a

the Canadian

citizen

and

I argue that contemporary education citizenship sphere. as to citizens who individualistic consumers, opposed Invoking democratic through Democracy." Key words: Arendt social Habermasian public the and Arendtian I have Headline insights illustrated Theatre's about the

in public participate ethical requirements for of the such play

sphere, of example

potential

participation "Practicing

production

participatory

democracy,

exclusion,

public

consultation,

Habermas,

S'appuyant de-T?ducation

sur des

les personnes ? pr?parer les ?l?ves citoyennet? des citoyens des sujet exigences participation pr?sent?e Mots Habermas, cl?s par

et recherches ant?rieures actuelles plus comment ? la citoyennet?, Tauteure explique en dehors du citoyen de la cr?ation normative

men?es une telle

dans

le domaine exclut pas ? la que au de la ?

?ducation et ne

canadien

r?ussit

? participer ? la vie citoyenne. Elle fait valoir que T?ducation actuelle de produire des consommateurs individualistes risque plut?t et d'Arendt les enseignements de Habermas Invoquant impliqu?s. de ?thiques ? travers Theatre. la d?mocratie, de elle la pi?ce illustre ? le potentiel

citoyenne le Headlines

Texemple

Practicing

Democracy

: d?mocratie Arendt.

participative,

exclusion

sociale,

consultation

publique,

Canadian

Journal

of Education

29,2

(2006): 541-562

542

Jacqueline

Kennelly

The

in this article can be stated the exploration question driving current configurations of education for citizenship and in Canada to participate in the students prepare democracy adequately answer would be "no," and Iwill begin public sphere? My provisional I believe this to be the case. Iwill then go this article by describing why central like this: Do on to elaborate of a democratic upon three components public sphere, as a place that provides for communicative space engages with exchanges, and experiences the plurality of views that mark society, and disrupts to retreat into segregated the modernist enclaves that foster a tendency of obliviousness. I shall then provide to illustrate can an example the creative of one

politic

theatre project grassroots community for providing democratic education ethic, nurture

that

foster

potential a communicative

an increasing and combat Canadian social plurality, to retreat into oblivion. I shall conclude the tendency by considering an example in of such for contemporary implications schooling and democracy. citizenship

CITIZENSHIP EDUCATION: PARTICIPATION OR CONFORMITY

Both the history citizenship reveal scholarship of education in Canada and critical a troubling of the aims and picture educational practices. Arguably, citizenship been more concerned with the separating than with instilling a sense of young

contemporary emphases education insiders

of democratic has historically from the outsiders

people's to contribute to democratic praxis (Bannerji, 1997; Strong-Boag, capacity accounts of contemporary 1996; Walter, 2003). Scholarly citizenship to reveal the conservative continue undercurrents education ideological that generally shape present-day & Kahne, 2003). Westheimer Veronica historian Canadian "Citizenship gets to be 'ideal' connected education, considered or what curriculum (Mitchell, 2001, 2003;

Strong-Boag some call civics, 'real',

the nation's

notes that (1996) tells the story of who or 'normal', 'representative'

was education Early citizenship inextricably to imperialism, between the and emphasized the relationship and the British Empire Dominion of Canada (Walter, 2003, p. 43). As is have of citizenship scholars out, the very notion many pointed citizen" (p. 128). premised upon exclusion: that is, if someone is in then necessarily

Acting

Out"

in the

Public

Sphere

543

someone Qureshi,

must

be

out

2002; Menzies, been outside traditionally women, disabilities, people with

(see, for Adamoski

& 1997; DePass Bannerji, example, & Chunn, Those who have 2002). of Canadian the norms include citizenship homeless and refugees, in prisons, people, people the working class/working this argument.

immigrants Aboriginal peoples, poor, and gay/lesbian/bisexual/transgendered A few examples from Canada's history

people. will illustrate

how discourses of good Joan Sangster (2002) analyzes citizenship to educate class Canadian imbued attempts and working poor youth were explicitly to prevent intended from 1920 to 1965. Such approaches norms or to re-impose social and moral falling into delinquency, so fallen. had She describes those who the upon already was applied in which education gendered ways citizenship profoundly them from to these molded young people, where into social citizens with girls needed moral model saw their it was should be re assumed, for democracy, law, and the work respect in order and self-control protection, discipline, "boys, citizens"

ethic, while to become reformers

parenting inadequate class households. grew up in poor and working experts of the Although as time would to the cite conditions such as poor housing contributing likelihood fall into delinquency, of young the emphasis people's inevitably individual stage for This focus on impact of "bad parenting." to social and economic set the faults, as opposed inequities, of middle class reformers like the Big Sisters the efforts returned to the in Hamilton. older women

Social (p. 338, italics in original). one of compensating role to be partially for the to be received assumed by young people who

organization

to uplift their young The Big Sisters attempted who would charges by rallying "help girls to become good saw citizens" cited in Sangster, 2002, p. 347). The Big Sisters explicitly (as as ensuring their role the future of the nation through the development of appropriate and moral their characteristics sexual, feminine, among charges. As noted in a speech

and by one Big Sister, "guidance as their place in the community [have] helped girls accept understanding citizens - after all, these girls are the mothers worthwhile of tomorrow" (as cited in Sangster, 2002, p. 348). young Discourses differential also had citizenship treatment of young people of on the impact profound court in the juvenile caught a

544

Jacqueline

Kennelly

systems. convince rested

As not

or girls "The ability of boys to (2002) notes, Sangster that they were on the road to reform judges or court workers

and demeanour, but also on their only on their actions social persona, their parents' embrace of good family's especially Parents who were able to establish their own citizenship" (p. 350). and capacity to live within the strictures of good citizenship willingness to the work "their own moral and dedications propriety including or... their and wholesome leisure activities" ethic, churchgoing (p. 350) were more their children to sentenced from being likely to prevent to be put in training schools. If a young person were unfortunate enough a training were school - institutions notes, that, Sangster essentially - his or her institutions would often be justified correctional sentencing a means to provide training for children seen "citizenship by the judge as to be at risk of becoming this form of citizenship forms. As Sangster (p. 351). Once again, took profoundly and classed training gendered these girls and boys were educated for notes, adult criminals or misfits"

these working-class labour, "in part because "respectable" working-class to be best 'fitted' intellectually for such work" children were perceived was divided lines, where along clearly gendered (p. 352). This labour were or laundry work, while boys received girls sewing, taught cooking,
training in carpentry, shoe repair, barbering, maintenance, and auto

mechanics Lest was

think that such gendered and classed surveillance as delinquents, one needs only to to young people identified in the 1950s in Canada to see how discourses look as far as schooling of limited

(p. 353). one should

education. every aspect of young people's Mary normalcy penetrated to an educational in 1947 Louise Adams film first produced (1997) points in 1958, called "Are You Popular?" and updated She describes it as follows: To make its point the film contrasts Ginny in multiple working-class girl, packaged
her kids she clothes in the goes are fussy, her And, with hair we boys at other narrator, cafeteria. parking

and Caroline. Ginny is the unpopular signifiers. Her jewellery is big and
old out for her from Caroline, age, the on she 'yoo-hoos' the male hand, is solemn-toned the other

gaudy,

is too find

night.

very popular, in an easy kind of way (which is, of course, the right way). She is dressed simply. She greets her friends calmly and pleasantly. She is 'interested in

Acting

Out"

in the

Public

Sphere

545

girls rather than boys/ She offers to help with 'park' with boys in their cars. She will, however,
okay when with she her and For mother. her both date She arrive will be home mother before will class, home, and

the school play. She does not go on a date with a boy if it is

agreed-upon them with greet moral character, an curfew. a and tray of And, fresh

brownies.

Caroline

Ginny,

popularity

are indivisible, Such

(p. 90) endeavours and as this film norms described above served to

educational

in young upon people the sub-texts of citizenship, carried within them Canadian to exist within how one needed the describing examples through myriad of normalcy were, of normal. Such expressions bounds of course, also heterosexual. Queer bodies had no place in a mainstream profoundly as they do not today. As Becki Ross (1998) notes, those much classroom, or acted upon same-sex desire could never be included as who professed or citizens of the Canadian nation. Rather, "fully fledged members they were perceived as dangerous, and improperly criminals sick, potential reinscribe gendered schools. They sexualized socialized Just deviants" as class, the (p. 193). gender, and sexuality a normal have played citizen in roles key in Canadian

of young concept so race has been a central determining factor. This history, can be seen clearly in the traumatic history of education for Aboriginal in Canada. The very of citizenship conception peoples explicitly excluded Aboriginal and mainstream schooling has historically peoples, constructing educational misrepresented

of Aboriginal and maligned the realities culture and to do today) (Battiste & Semaganis, 2002; identity (as it largely continues As Battiste and Semaganis note, Persson, 1986). (2002) citizenship on "is built the Eurocentric education of linguistic conception and the state. It aristocracy an and power and establishes experience norm for others" of Aboriginal (p. 94). Education peoples an emphasis on either Canada's has been marked history by and its relations the the colonizer's to European settlers' norms were delinquents state ensured the The perception of to

individuality universalizes unrealizable throughout civilizing (Frideres,

young so the Canadian schools, training sequestered in residential isolation of Aboriginal students schools. in

or assimilating Aboriginal peoples 1978). As poor and working-class

546

Jacqueline Kennelly

Aboriginal statement

that shaped these peoples an Inspector of Schools made by (the Indian child). He
and to dress

schools

is

reflected

in

this

in the mid-1800s. can be taught

civilized

Little can be done with

farming, and at stock

to do a little at
but that is

raising,

in a more

manner,

all. The child who

forgotten, while his

goes to a day school

tastes are fashioned

learns little and what

at home, and his

he learns is soon
aversion to

inherited

toil is in no way

combated,

(as cited in Kirkness & Bowman,

1992, p. 10)

were status of thus seen as outside the redemptive Aboriginal peoples and in sore need of civilizing. of menial labour, citizen, capable only to the government made it legally impossible for an "Indian" Indeed, a citizen of Canada. to If an Aboriginal did manage become person conform and to mainstream notions or the and of success attained within a Canadian to university proceeded remove would government Indian from that person, enfranchisement considered
hand, was

profession,

schooling, the Canadian category the right of of

(government-inscribed) him allow (never her) a practice

(Coates, 1999). Such to belong within Canadian

was clearly marks who and who, on the other citizenship,

excluded.

constructions of citizenship and their impacts on exclusionary in contemporary remain of education evident forms citizenship for democratic less explicit education citizenship. Although generally is excluded than in the past, the shifting focus of schooling about who Such towards standardized educational attainments, evaluated on the basis of exams and billed as preparation for global competitiveness, provincial more desirable than others due to their renders some students inherently in citizenship to conform to these demands.1 The recent upsurge ability as a specific curricular liberal schools across Western topic in secondary democracies how well has been students accompanied by have absorbed standardized these tests to evaluate mandates curricular

to skills necessary 2003; Myers, 2000). That the complex (Chamberlin, are thought as a citizen in a in a democracy to be testable participate exam the distance between standardized contemporary highlights education democratic for citizenship, public sphere. and political theories about participation in a

'Acting

Out"

in the

Public

Sphere

547

Various

is education (2003) notes that citizenship disparities. to accommodate and Peter neoliberal Johanna Wyn priorities; beginning and marketisation of that the privatisation (2000) suggest Dwyer has in many Western liberal democracies education English-speaking shifted the emphasis of educational attainment towards a "new human (2004) describes how citizenship (p. 156). Anita Harris capital approach" from the notion of one's social rights and been has come to be decoupled as to participate linked to one's capacity in the marketplace increasingly a worker "In this As Mitchell and a consumer. out, (2003) points a child to be a good citizen vision of education, neoliberal educating for individual of the 'complex is...about attainment skills' necessary can be seen here, then, is in the global economy" (p. 399). What with for citizenship: form of exclusion associated another educating one who a is successful within the global citizen becomes when good success marketplace, citizen. Not conception see Roman, one does not have to look far to see who find success is not coincidentally, referred to as 'global citizenship,' of citizenship (sometimes to generally fit within the categories of 2004) also happen to be on the inside in Canada's of citizenship those considered history heterosexual often male, and generally education white, middle-class, and able-bodied. and explicit focus on such global (neoliberal) citizenship on being loyal to the national a more traditional emphasis rests alongside in patriotic to authority, and believing state, deferring symbols and flags an a direct line from more explicitly draws (Sears, 1996). Such emphasis an in the past, and provides education forms of citizenship exclusionary to global citizenship. Sears and Hughes (1996) point easy complement An implicit a more activist espouse to support continue the of citizenship, classroom practices conception two forms outlined above. of These traditional elitist, conception ~ do not and elitist each other, contradict citizenship global/neoliberal consumer as each supports an individualistic, self-interested, passive who does little to challenge unjust social structures. out that even when curricular documents Thus, citizenship some scholars lament what they see as a lost focus on although in the educational 1997; (see, for example, Hebert, system those who within a good this new

contemporary Katharyne Mitchell

theorists

have

commented

on

these

548

Jacqueline

Kennelly

Osborne, contemporary (neoliberal) traditional remains diverse

sphere.

2000),

it might of training

be

more to in

accurate be

to

understand for

the global

citizens

easy resting citizenship,2 alongside of loyalty to the state and flag. As such, little space notions for a focus on democratic that encourage the modes of practices essential to a thriving and democratic public

preparation camaraderie

representation

ACTING OUT IN THE PUBLIC SPHERE:TOWARDS A DEMOCRATIC CULTURE

the Through manifestations education more has above of discussion of historical I have and contemporary illustrated how such exclusion and, Such

often

recently, are tendencies

actively

it fosters plurality; and it (or deliberative) exchanges; our collective to become Iwill to injustices. oblivious tendency are demonstrably focus on these three both because from they missing mainstream Canadian education and present, and citizenship past combats because "Practicing
practice.

highlight communicative

subjects. to encouraging to become young people in the public I will this argument, sphere. To expand engaged it nurtures three characteristics of a democratic public sphere: antithetical

education, citizenship in reinforcing been complicit social in supporting of neoliberal the production

each

is

inherent

to with

the which

Democracy,"

theatre community I illustrate their

project possibilities

called in

Communicative A vast

or Deliberative exists on

Democracy

or the theory and practice of communicative I will discuss For my deliberative purposes, democracy. briefly made by two key theorists in the field: J?rgen Habermas and arguments Seyla Benhabib. literature to Habermas (1996), deliberative According democracy that allow the better for "communicative presuppositions come into a play in various space to arguments He has forms of deliberation" (p. 24). account of how communicative exchanges of of creates

theoretical developed highly can take place (see, for example, Habermas, 1976, 1998). At the center is the specific medium this account is the assumption that "language

"Acting

Out"

in the

Public

Sphere

549 general

and that "other understanding" conflict, strategic competition, example, action oriented toward derivatives of reaching 1998, p. (Habermas, takes place process towards
agreement.

forms action

of social in

action

for are

21).

In other

words,

reaching understanding" a deliberative democratic of speech acts not oriented

developing

the exchange through mutual understanding,

although

necessarily should take

Habermas place well

(1996) argues

that the communicative and differentiated

process

as public spheres "widely expanded through as through of democratic institutionalized legally procedures deliberation and decision-making" Benhabib (1996) clarifies (p. 28). Seyla the reason for needing such a widely differentiated public sphere, noting can organize its affairs along the fiction of a that "no modern society carrying out its deliberations assembly a deliberative she suggests, (p. 73). Rather, a milieu within that privileges place in public and collectively" model of democracy takes a of modes of "plurality to citizens' initiatives, to consciousness-raising to

mass

from "political parties, associations," ranging to voluntary social movements, associations, She writes: groups" (p. 73). It is through
networks, and

the interlocking
organizations that

net

of

these multiple
"public

forms of associations,
conversation" results. It

an anonymous

is central to the model

sphere of mutually deliberation, contestation,

of deliberative
interlocking and and

democracy
overlapping

that it privileges
networks and 1996, p.

such a public
associations 74) of

argumentation.

(Benhabib,

that encourages dialogue, to participating in an exchange accustomed young people must become of ideas across multiple If contemporary education public associations. and citizenship emphasises global competitiveness if it continues to smuggle in a history of exclusion individuality, then young sexism, racism, and colonialism, classism, through people not will to participate learn the skills necessary in a effectively or deliberative public sphere. for democratic

In other words,

to foster

a democratic

culture

550

Jacqueline Kennelly

Plurality

in the Public Sphere

on communicative Such an emphasis skills cannot remain the sole centre of a theory of the public to be it also needs piece sphere; however, scrutinized for the forms of exclusion that it can engender. Iris Marion Fraser (1989) both provide (1990) and Nancy cogent critiques of Young the masculinist undercurrents of Habermasian communicative "reinstitution is concerned that Young dialogue. citizens transcend their particular of a civic public in which and interests to address the common good" will result in contexts, needs, some voices and will "tend to exclude and difference," "suppressing the public," societies (p. 118). from because of their dominant positions of concepts any call for a

perspectives

in

inegalitarian Fraser (1989) similarly notes that Habermas fails to account is taken up differently between men and women citizenship dominated crucially on societies. the She notes for that "citizenship, consent and in his

for how in male

capacities on a par with others in dialogue. But participate to women" are...in myriad ways denied she does not (p. 126). Although same might the potential make this point, the for equal be argued of in a of colour, poor people, and queer people by people participation society marked by racism, classism, and homophobia, among other inequities. Such concerns

view, depends to the ability speech, these are capacities that

to be the need for additional considerations highlight into an understanding of the public sphere. Not only must incorporated a it be a place where communicative take place within exchanges it must of interlocking also be a place that actively multitude networks, fosters theorized
sphere.

and nurtures

Arendt plurality. Hannah the importance of this characteristic Arendt

has most

provocatively for a democratic public

is marked that human argues by both plurality exists in the distinction That is, human (1998). plurality equality and of the fact that of both sharing a common space, public paradox It is only human being who has ever lived has been utterly unique. every Hannah and acting and speaking through human beings can demonstrate in the public realm, she suggests, their "who"-ness. their uniqueness, that

Acting

Out"

in the

Public

Sphere

551

This

disclosure gifts,

of

"who" and

in

contradistinction which

to

"what" he may

somebody display or

is hide

his is

qualities,

talents,

shortcomings,

implicit
complete achieved "who" contrary, unmistakeably

in everything
silence as a wilful in the same and

somebody
perfect

says and does.

but one and the possessed can dispose

It can be hidden
can and of could almost

only by
never of be this the and 1998,

purpose, manner than

passivity, as though he has that hidden

its disclosure

it is more

likely remains

"who," from

which the person

dispose On qualities. so appears clearly his himself. (Arendt,

to others,

p. 179) Curtis about that (1999) notes the wonder of human is a kind of theory and our obligation to it" plurality as attempting to "re-sacralize theory to teach us to feel quickened, awed, "[Arendt's]

Kimberley

political our feeling for human particularity, is and pleasured of plurality by it" (p. 12). The need for this recognition an ethical one, in that a truly democratic public sphere cannot exist it. The problem is that an individal may not even realize that he without in his or her life until confronted with it. As plurality Curtis (1997) notes, "[H] owe ver intense or real our feelings and our inner a full sense of reality is life may and piercing, seem, however poignant in a world of supporting, and possible only capable sustaining, or she is missing public can express individuals their unique ness" - through their interactions with that it helps to showcase. very plurality Combatting Because public of Oblivion this inextricable of plurality within quality of challenging one's own a democratic stimulating democratic multiple and conflicting voices sphere both provides and strivings" the grounds attributes (p. 31). Thus a within which - their "who by the

pedagogy (p. 10). Curtis

sees Arendt's

human others,

and it is constituted

the possibility sphere, complacency, can emerge. and tendency towards oblivion Curtis ignorance, Kimberley been more that it has never for those (1997) suggests necessary an active choice to remain in positions to make of privilege individuals

aware

of the inequalities that surround them, and to avoid a dangerous to retreat into exclusive enclaves. This is particularly the case in tendency the United experts States where at hiding poverty provincial through and the

the major cities of Canada and state governments have become

552

Jacqueline

Kennelly

ghettoization mental health

under-resourced and social housing the ever-increasing criminalization of & Weis, For example, the 1998; Katz, 2004; Rebick, 2000). poverty (Fine latter tactic has been employed of late by the British Columbia provincial which its "Safe Streets Act," a piece government, recently implemented poor institutions, and of imitates Ontario's earlier and British Act of the same make in both Ontario Columbia

of

the

into

that directly legislation name. The Safe Streets Acts

it illegal to panhandle the practice outlawing "aggressively," including at intersections in windshields of squeegee wash kids, who would is to for a few dollars. The practical result of such legislation exchange drive street-involved young people out of the public eye, and into more circumstances and hidden, 2003). Other (O'Grady & Greene, that serve to foster a politics of oblivion of state interventions land-use and to encourage the segregation of policies class (Sugrue, 1996) and parallel policies and policing of gated communities (Curtis, the state the possibility the is complicit of a ease a in fostering democratic truly which those

dangerous,

examples include government populations that permit 1999). politics public

by ethnicity the building and In these ways of oblivion,

others, thus countering

privilege have seen all there is to see within the confines they serve to hide inequalities, state policies it becomes When increasingly to be ethical members to know what of citizens need to know difficult their own between various to face their own as members is of a democracy, challenge, their task is to resist the enclaving that exists oblivion; in the privileged classes and those who have been marginalized communities. Their to not retreat themselves

sphere. as these such Examples individuals who live in relative

illustrate

with

can be lulled

into believing that of their own worlds.

in the world that all is well into the pretense for creating of responsibility change. This is are an ethical imperative in a democratic of plurality why confrontations are not allowed so that those with privilege to lull themselves society: ways, or to absolve that everyone into believing those individuals Likewise, in a democracy participate practices of oblivion. lives with concerned must the same with comforts that they do. to young people their own

help

educating to confront them

"Acting

Out"

in the

Public

Sphere

553

"PRACTICINGDEMOCRACY" INA THEATRICAL PUBLIC SPHERE

Headlines has a company, to pieces designed long history debate.3 In 2003, Headlines initiate and support approached public in creating a theatre to solicit their cooperation Vancouver Council City to democratic in Vancouver. decision making piece to directly contribute Their use of a technique called forum theatre a report on the public's to generate view of a key below) (described social issue; in light of this focus on democratic process, they called their The Council, made up of members largely play "Practicing Democracy." Coalition of Progressive of the left-leaning Electors, voted unanimously plan was to make Theatre, a Vancouver-based, not-for-profit of staging provocative theatre theatre

to accept the recommendations that came out of the theatre piece as part a short-list of four topics on of their deliberation. Council provided City a ward in like which system input: they would implementing the relationship between and police, safety for seniors Vancouver, youth in the city, or mediating the results of cuts to welfare in March BC provincial 2004. Headlines government anticipated by the Theatre solicited like to at the

residents on which input from Vancouver topic they would most see addressed, and the overwhelming voted for looking majority
cuts to welfare.4

of the play began in February 2004. At this time, 30 in a week-long to participate All the workshop. and together, the cuts to welfare, had been affected participants by the use of interactive theatre games, the core through they developed The development chosen people were material create
was west,

then worked

actor for the play. Five of the participants and one professional to with David Diamond, the artistic director of Headlines, was performed 3 to 21, 2004. The play the play that from March
in three venues across Vancouver, encompassing east, central Vancouver.

performed and

a of the play followed forum called performance technique in two parts. First, as in traditional which theatre, theatre, the happens actors performed the play without interruption; "Practicing Democracy" ran about 20 minutes. the "Joker," in this case David Diamond, Next, The invited the audience to watch in the action the play again, at any this time intervening "Stop." The role of the Joker and facilitate the

point appropriate was to encourage

by yelling the participation of the audience

554

Jacqueline Kennelly

out of an audience's to resolve that emerged the attempts an audience member in the play. When shouted he or she "Stop," with took the place of one of the actors, and improvised the remaining to the problem. In the case of "Practicing actors to offer solutions conversation issues David Diamond then turned to the wider audience and Democracy," them to consider asked for their input on this issue, and prompted for Vancouver's Council. The suggestions City specific policy were recorded by a lawyer, and then turned into a report; suggestions to City Council. As of this writing, many of the this report was presented that came out of the play have been incorporated into recommendations the work issues of various committees consideration are still under of the City of Vancouver. by the Council.5 Process Outstanding

"Practicing Democracy" The forum

as a Deliberative

theatre process that "Practicing Democracy" used can easily as belonging within the spectrum of Habermas' (1996) "widely and differentiated (1996) (p. 24), or Benhabib's expanded public spheres" the innovative of association" of modes Indeed, (p. 73). "plurality manner to bridge their own realm in which Headlines Theatre attempted be seen within and that of formal municipal is of note in society with politics was to bring citizens also designed itself. The Headlines play a to mutual communication into oriented "public together audience 1996, p. 24). The process whereby (Habermas, understanding" civil of were on

members

to participate to resolve the dilemmas encouraged they that took place the stage, and the facilitated discussion witnessed are examples of how Headlines fostered a public after each intervention, to create mutual intended communicative space understanding. Habermas that is worked up (1996) also notes that "[t]he public opinion cannot via democratic into communicative 'rule' by power procedures in specific the use of administrative itself, but can only point power Theatre that Headlines directions" (p. 29). This, too, is exactly the process

of Vancouver and the cooperation undertook, City Council by soliciting a report from the recommendations that arose hiring a lawyer to create to understand it is quite plausible the play. With all this in mind, during as a process of deliberative democracy. "Practicing Democracy"

Acting

Out"

in the

Public

Sphere

555

"Practicing Democracy" "Practicing Democracy" creative communicative directions.

as a Theatre of Appearances did more, however, to shape than create a space for

administrative in power exchanges a medium It also provided for actors and audience specific members alike to demonstrate their "who-ness" the "space of through the public sphere and (Arendt, 1971, pp. 37-40) that marks appearances" theatre alike. Indeed, Arendt makes use of the extensive of metaphor theatre when describing her understanding of the public sphere. The two are akin because a role; their very actions all citizens are actors, playing are from the rest of the world, while conceal who also, somewhat they a of ideas and paradoxically, making possible public exchange Curtis how describes (Villa, 1997). Kimberley (1997) perceptions Arendt's plurality
As the

use of theatre and the public

reference at for the

as a

metaphor

illuminates

the dynamics

between

sphere.
actor on a stage is always to a specific responding that upon presence our a specific audience, so too our

efforts effort plural eliciting others'

self-presentation self-presentation of others. We and

at

always "play" is a deliberate offer we to make ourselves depend their

world

community. to and toward moving our take on the world is, world's in the world perceptivity, felt through

Intrinsic

to our the upon self in

presentation, own in turn, urge,

display,

(p. 41)

The process

can be of "Practicing Democracy" mapped directly onto this of the process of self-presentation and response that happens description in the public sphere. The actors on stage were, of course, to a performing a of Vancouver residents. The actors specific community, community offered as themselves and their take on the world, developed through their participation in the Headlines Theatre workshop others alongside had been own affected urge, "others' The actors then relied on by the cuts to welfare. in turn, to make their presence in the world felt that is, they relied on audience (Curtis, 1997, p 41); and to intervene in the action to try a new was thus

who

through members resolution

self-display" to yell "Stop"

to the issue at hand.

The experience for the audience of "Practicing Democracy" different from the experience of an audience completely

at a more

556

Jacqueline

Kennelly

traditional remains

theatrical passive and

show. Whereas veiled

in traditional from the actors to become

largely the audience required Democracy" to carry their different personae,

theatre, the audience on stage, "Practicing to try on the show,

them onto with that appearances is the stage. There were moments vulnerable when it seemed space that as if no one would in the action, and the audience would intervene someone remain passive. But always, spoke up, got up from his or her seat in the audience get up, although knew it, I had yelled vision of a possible remained and stepped Iwas ostensibly "Stop" and to the solution were to the stage. I, too, felt compelled notes for this research; before I taking stepped onto the stage to carry out my issue at hand. Even those who onto

in the audience would

David interest

Diamond of time

of information; recipients hardly passive cut off the flow of discussion in the regularly That this could so accustomed

in a take place, especially to being passively become culture entertained, belief, as stated by Curtis (1997), perhaps supports Arendt's that although "all forms of human give us some sensation togetherness constraints. consumer that has of reality making public ... the potential it fuller and deeper, (p. 46). this process of of for our awareness of intensifying in the merciless is greatest brightness reality, of the

realm"

in the individuals' "who-ness" revealing the true nature of their constitutive appearances, public sphere is revealed. This is not the same as a call for diversity, which plurality to a tokenistic often gets reduced inclusion of people who are supposed Through to represent understand who their communities. Rather, of experiences the plurality share democratic spaces. A truly ethical public sphere, from people an Arendtian a range of human creates space for as wide perspective, as possible. the use of a forum theatre piece explicitly Through plurality on the experiences in an of people based generally marginalized Theatre succeeded society, Headlines inegalitarian than most far more ethical other forms sphere through its foregrounding of plurality. in creating a public of civic deliberation it is an opportunity to deeply to the and insights that belong

Acting

Out"

in the

Public

Sphere

557

"Practicing Democracy" In addition

as a Challenge

toOblivion

a space whereby to providing the actors' and audience's a plural and shared interests could be explored within unique humanity also posed a powerful public/theatrical sphere, "Practicing Democracy" to any oblivious challenge carried into the theatre might have that night. Through both subject matter and to light that which is often hidden from view: the stigmatized by In his role as of the label of being the Joker, David tendencies the audience members

it brought participants, stories of those living on the margins, on welfare, or living on the street. Diamond made use of this shock

to the audience reality to urge intervene on stage. In one scene, two actors were fighting over a stash of sat in members stolen fruit. The scene rolled on, and the audience silence; nobody the action and would turned intervene in this scene. David "I need Diamond to know to the audience: stopped that people a man spoke turned to the that

you are fighting over food in food line-ups now." At this point, and suggestion. David Diamond up with his intervention at the end of the intervention audience and said, "You understand

on this stage is important."6 This was not a question but a intervening statement. He was challenging to face its own reluctance the audience to know what involved in Vancouver, its reluctance happening a protective and thus lose layer of oblivion. was to become

CONCLUSIONS: IMPLICATIONSFORDEMOCRATIC EDUCATION

On the surface, as a medium of consultation "Practicing Democracy" - time and same as any other process limits contained the space constraints allowed only a few voices to be heard, the process could only as good as its as to attend. However, bothered representative in light of Arendt's considered of thought and the scholarship political those who take from her, inspiration "Practicing Democracy" to democracy in ways contributed that are both unique and necessary. It also experiment, the realities community-based pedagogical the citizens of Vancouver about simultaneously educating in an affluent city, and engaging of living in poverty people in a democratic to expand their role as citizens. practice designed served as an example of a facilitator, those who and the consultation was only when as

be

558

Jacqueline

Kennelly

in light of political In addition, by analyzing "Practicing Democracy" of the public sphere, I have illustrated how it poses a powerful to conceptions and citizenship in mainstream of democracy challenge Whereas for citizenship has historically Canadian educating schooling. theories been marked education contemporary citizenship a neoliberal discourse concerned with producing being co-opted by serves Theatre's Headlines consumers, "Practicing Democracy" inequalities, reminder of what it means students by and forms of exclusion wrought from social prevailing is in danger of good as a

to participate in a democratic public sphere. to such exercises in democracy could be one Exposing Canadian to expand A more the dialogue around education. way citizenship assess is to critically what kinds of lesson, however, important Can Canadian schools are producing. democratic citizenship schooling encourage challenge communicative the politics such goals may Although are that of "Practicing the lessons abstract, Democracy" impossibly do exist, and can be to democratic creative alternatives participation taken up to create more genuinely spaces of learning. egalitarian usefully ACKNOWLEDGEMENT I gratefully
for due their very to the

exchanges, of oblivion?

honour

and nurture

plurality,

and seem

acknowledge
helpful anonymous

Jo-Anne Dillabough,
in reviewers

Deirdre Kelly, and Mona Gleason

Also, issue many for their thanks generous are

suggestions

this article. preparing and the editors of this

and helpful NOTES

1

feedback.

For

example,

studies

have

shown

that middle

class

children

from

the

culture tend to do best on standardized (generally white) their of the cultural capital they have accrued because through background (Neito, 2000). dominant 2
"cosmopolitan 3 For

testing family

Katharyne

Mitchell

(2003)

also

calls

this

form

of

citizenship

citizenship." more information on Headlines Theatre and their work, see

www.headlinestheatre.com. 4 I have taken all details of the and

preparation,

planning

implementation

of

the play

from David

Diamond's

introduction

to

the

"Acting

Out"

in the

Public

Sphere

559

of performance Theatre's website: 5 com/pw-set.htm, 6 All

"Practicing

Democracy"

on March

17, 2004,

and

from

Headlines

http://www.headlinestheatre.com/pd/index.html on this process found at http://www.headlinestheatre.

Information retrieved David

February quotes

16th, 2005 are from my notes on the performance at

Diamond

St. James Community REFERENCES Adams,

Hall, March

17, 2004.

M. L. (1997). The trouble with normal: Postwar youth and the making of
heterosexuality. Toronto: University of Toronto Press.

Arendt, H. (1971). The life of themind. New York: Harcourt Arendt, H.

Brace & Company. of Chicago to the

territories:

(1998). The human condition (2nd ed.). Chicago: University

Press.

Bannerji, H.

(1997). Geography
nation. In L. G.

lessons: On being
Roman & L. Eyre

an insider/outsider
(Eds.), Dangerous

Canadian

Struggles for difference and equality in education, (pp 23-39). New York and London, UK: Routledge. Battiste, M., & Semaganis, H. (2002). First thoughts on First Nations citizenship: Issues in education. In Y. Hebert (Ed.), Citizenship in transformation in
Canada (pp. 93-111). Toronto: University of Toronto Press.

Benhabib,

S. (1996). Toward a deliberative model of democratic legitimacy. In S. Benhabib (Ed.), Democracy and difference: Contesting the boundaries of the
political, (pp 67-94). Princeton, NJ: Princeton University Press.

Chamberlin, R. (2003). Citizenship? Only if you haven't got a life: Secondary school pupils' views of citizenship education. Westminster Studies in Education, 26(2), 87-97. Coates, K. (1999). Being Aboriginal: The cultural politics of identity, membership, in Canada. In M. Behiels (Ed.), and belonging among First Nations in Canada: Futures and identities (pp. 23-41). Montreal: Aboriginal peoples
Association for Canadian Studies.

foundations of democratic politics in the work of Curtis, K. (1997). Aesthetic Hannah Arendt. In C. J. Calhoun & J.McGowan (Eds.), Hannah Arendt of and the meaning of politics (pp. 27-52). Minneapolis: University
Minnesota Press.

560_Jacqueline

Kennelly

Curtis,

K.

(1999).

Our

sense

of

the real: Aesthetic

experience

and Arendtian

politics.

Ithaca, NY & London, UK: Cornell University

DePass, C, & Qureshi, S. (2002). Paradoxes,

Press.
and ironies of

contradictions,

democratic
Press.

In Y. Hebert education. (Ed.), Citizenship in citizenship in Canada (pp. 175-190). Toronto: University of Toronto transformation

Fine, M., & Weis,

adults. Fraser, N.

L. (1998). The unknown city: Lives of poor and working-class young

Beacon Press. Power, University discourse and in

Boston:

(1989). social

Unruly

practices:

gender Press.

contemporary

theory. Minneapolis:

of Minnesota

Frideres,

J. S. (1978). Education for Indians vs Indian education Indian Historian, 11(1), 29-35. J. (1976). Communication
Boston: Beacon Press.

in Canada.

The

Habermas,

and the evolution of society (T. McCarthy,

Trans.).

Habermas,

J. (1996). Three normative models Democracy and difference: Contesting

30). Princeton, N.J.: Princeton University

of democracy. In S. Benhabib (Ed.), the boundaries of the political (pp. 21

Press.

Habermas,
MIT Harris, A.

J. (1998). On
Press. (2004). and Future UK:

the pragmatics of communication. Cambridge,

MA:

The

girl:

Young

women

in the

twenty-first

century.

New

York

London,

Routledge.

Hebert,

Y.

a pedagogy education: Towards of social (1997). Citizenship participation and identity formation. Canadian Ethnic Studies, 29(2), 82
97.

Katz, C. (2004). Growing up global: Economic restucturing and children's everyday

lives. Minneapolis Kirkness, V., & Bowman, Canadian and S. London, (1992). Education First UK: University schools: of Minnesota Press. and

Nations

Triumphs

struggles.

Toronto:

Association.

Menzies,

R., Adamoski,
Canadian social

R., & Chunn,

history.

D. E. (2002). Rethinking
D. E. Chunn

the citizen
& R. Menzies

in

In R. Adamoski,

(Eds.), Contesting Canadian citizenship: historical readings. Peterborough,

ON: Broadview Press.

"Acting

Out"

in the

Public

Sphere

561

Mitchell,

K. (2001). Education and multiculturalism Review, 71(1), 51-78.

for democratic the limits of

citizenship: Transnationalism, liberalism. Harvard Educational

Mitchell,

K. (2003). Educating
multicultural self to

the national
the strategic

citizen

in neoliberal

times: From the

of the

cosmopolitan.

Transactions

Institute of British Geographers, 28, 387-403.

Myers, J. (2000, October). Contrived or authentic assessment in citizenship

education?
Assuming

Taming
responsibility

the beast.
for our

Paper
future,

presented
Montreal,

at Citizenship
PQ.

2020:

Neito,

S.

(2000). Affirming
New York:

diversity: The sociopolitical

Longman.

context of multicultural

education.

O'Grady,

B., & Greene, C

Ontario Safe Streets

(2003). A social and economic

Act on Toronto squeegee workers.

impact study of the

Online Journal of

Justice Issues, 1(1). Retrieved Osborne,

on March 4, 2005 from http://ojjs.icaap.org/ citizenship education in Canada.

K. (2000). Public schooling and Canadian Ethnic Studies, 32(1), 8-38.

D. (1986). The changing experience of

Persson,

Indian

residential

schooling:

Blue

Quills, 1931-1970. In J. Barman, Y. H?bert & D. McCaskill (Eds.), Indian education in Canada, Volume 2: The Challenge (pp. 150-168). Vancouver:
UBC Press.

Rebick, J. (2000). Imagine democracy. Toronto: Stoddart Publishing

Roman, L. G. (2004). States of insecurity: Cold War memory,

Co. Ltd.
citizenship"

"global

and its discontents. 25(2), 231-259.

Ross, B. (1998). Grace, and A lesbian

Discourse: Studies in the Cultural Politics of Education,

politics

of (Eds.),

erotic

decolonization. the Maple: Vancouver:

In V. Essays

& A.

Eisenberg

Painting (pp. 187-214).

Strong-Boag, on race, Press.

S. gender,

the construction

of Canada

UBC

Sangster,

and treating J. (2002). Creating social and moral citizens: Defining and girls in English Canada, 1920-65. In R. Adamoski, delinquent boys D. E. Chunn, & R. Menzies (Eds.), Contesting Canadian citizenship: Historical readings (pp. 337-358). Peterborough, ON: Broadview Press. (1996).
and 16.

Sears, A.

'Something different
education.

to everyone':
and

Conceptions

of citizenship
25(2), 1

citizenship

Canadian

International

Education,

562 Jacqueline

Kennelly

Sears,

A.,

&

Hughes,

A.

S.

(1996).

Citizenship

education

and

current

educational

reform. Canadian Journal of Education, 21(2), 123-142. Strong-Boag, V. (1996). Claiming

the Canada. challenge Canadian of feminists, and

a place in the nation: Citizenship

Natives, and workers 25(2), in International Education, 128-145.

education

and

post-Confederation

Sugrue, T. (1996). The origins of the urban crisis: Race and inequality in post-War
Detroit. Princeton, NJ: Princeton University Press.

Villa, D. R. (1997). Hannah Arendt: Modernity, alienation, and critique. In C. Calhoun & J.McGowan (Eds.), Hannah Arendt and themeaning of politics (pp. 179 205). Minneapolis: University of Minnesota Press. Walter, P. (2003). Literacy, imagined nations, and imperialism: Frontier College 1899-1933. Adult Education and the construction of British Canada Quarterly, 54(1), 42-58. Westheimer, J., & Kahne, J. (2003, May). What kind of citizen? The politics of educating for democracy. Paper presented at the Canadian Society for the Study of Education, Halifax, NS. patterns of youth transition in education.

Wyn,

J., & Dwyer, P. (2000). New UNESCO, 147-159. I.M.

Young,

(1990). Justice and the politics of difference. Princeton,

Press.

NJ: Princeton

University