Facilitating learning spaces in forum theatre

Abstract

Purpose

The purpose of this paper is to evaluate the extent to which forum theatre interventions can support non-hierarchical approaches to learning, development and change management initiatives in organisations.

Design/methodology/approach

Semi-structured interviews were carried out with theatre consultancies, actors/facilitators, commissioners and participants in two forum theatre events. The data were analysed through thematic coding using template analysis.

Findings

The findings show that the impact of forum theatre interventions was constrained by the need for practitioners to meet the requirements of their organizational clients. There was a lack of clarity by the facilitators about how they can carry out the role effectively and meet the expectations of their own managers, organizational clients and participants. The paper concludes that without explicit acknowledgement of these competing expectations or the facilitators ' beliefs and attitudes, the impact of such interventions may be reduced or diminished.

Research limitations/implications

The study is relatively small-scale and there is a need for research across a wider range of theatre-based interventions to develop understanding of the ways in which such events can enable the development of non-hierarchical learning spaces.

Practical implications

The paper highlights the need for consultancies offering forum theatre interventions to understand the dilemmas of facilitators and provide a more pro-active approach to their learning and development needs.

Originality/value

There has been limited exploration of the facilitator ' s role in managing learning and development events in general and forum theatre in particular. This paper highlights the challenges to consultancies and HRD practitioners in implementing more democratic approaches to learning, development and change management initiatives.

Citation

Rae, J. (2013), "Facilitating learning spaces in forum theatre", European Journal of Training and Development, Vol. 37 No. 2, pp. 220-236. https://doi.org/10.1108/03090591311301707