ABSTRACT
Peacebuilding performance occurs through purposeful processes that are often not part of “normal” everyday interactions. Theatrical experiences enable cultivation of cognitive, sensorial, spiritual, and physical capabilities that comprise a foundation for peace facilitation, especially as a conflict response. This chapter summarizes the peacebuilding processes in performance creation and production, as well as research on them, that the book’s contributors describe. It identifies the ideas about arts and peace that were conveyed in practice of formal and nonformal education through interdisciplinary and transdisciplinary instruction with sensorial stimulation, liminal-difference states, embodied awareness, extrarational learning, mimetic instruction, dialogical pedagogy, presence, aesthetic knowledge, imagination, empathy, vulnerability, valuing, and praxis. The chapter identifies how those enactments exemplified learning for, by, and of peace. It includes indigenous practices of intertwined arts, education, and spirituality in which performative actions express peace. The chapter concludes with a call for greater inclusion of local and diverse cultures in theatrical arts for all ages as well as avoidance of neocolonialism through performance arts and education.
