ABSTRACT
By relying on a pedagogy in which teaching and learning are relational and reciprocal, the performing arts serve as healing arts. Applied theatre is a unique instance of a performing/healing art that works to problematize the status quo, raise consciousness, and cultivate agency through dialogue. Three interrelated features of dialogical pedagogy illuminate the generative and reparative potential of all the performing arts: first, the intersubjective dialogue at the core of arts teaching requires adults and young people to be present to one another; second, notwithstanding the pervasive absence of the body in education, the performing arts elicit the participation of the whole body; and, third, the teaching–learning relationship creates vulnerable moments that make possible repair and healing. This chapter explores the centrality of dialogical pedagogy in the performing arts. It presents two values-driven elementary school programs in which the performing arts are integrated with social studies curricula centered on peace and human rights challenges. Both programs depend on a dialogical pedagogy, promote positive peace, and foster healing and well-being.
