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dc.contributor.advisorBurgoyne, Suzanneeng
dc.contributor.authorBabbitt, Kevineng
dc.date.issued2011eng
dc.date.submitted2011 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on October 18, 2012).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Suzanne Burgoyneeng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2011.eng
dc.description"May 2011"eng
dc.description.abstractThe purpose of this grounded theory study was to determine the impact of interactive theatre on college students in regard to heterosexism and/or homonegativity. Students experienced the presentation of an interactive scene utilizing Forum Theatre techniques and exploring heterosexist/homonegative issues. The research question was considered in terms of both positive and negative influences on audience members and performers. Fifty-seven students participated. These students were comprised of three cohorts: heterosexual audience members, LGB audience members, and the actors who had performed in the scene. Methods of data collection included group interviews, survey responses, and observation. The data demonstrated that when students engaged with the performance, the presentation impacted one or more of the participants' multicultural competencies. These competencies consisted of an expanded knowledge about the consequences of various intervention strategies; an increased awareness of oneself, one's surroundings, others, or oppression in general; the acquisition of tools that were found to be helpful in facilitating dialogues about oppression; and/or an increased willingness to take action against oppression.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.format.extentviii, 204 pageseng
dc.identifier.oclc872561265eng
dc.identifier.urihttps://doi.org/10.32469/10355/15764eng
dc.identifier.urihttps://hdl.handle.net/10355/15764
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subjectheterosexismeng
dc.subjecthomonegativityeng
dc.subjecthomophobiaeng
dc.subjectforum theatreeng
dc.subjectinteractive theatreeng
dc.titleDramatic conflict : exploring interactive theatre as a pedagogical tool for addressing issues of heterosexism in the educational systemeng
dc.typeThesiseng
thesis.degree.disciplineTheatre (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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