Abstracts
Abstract
Implicit bias education in the health sciences is crucial for disrupting the individual and systemic oppressive values that contribute to inequitable access to healthcare. In short, implicit bias can kill. Through a Playbuilding approach, dramatic vignettes on implicit bias were shown to undergraduate health science students in a performance workshop entitled Haunting our Biases: Using Participatory Theatre to Interrupt Implicit Bias. Through Forum Theatre, the vignettes were explored, discussed, and re-made. Three project members reflect on their roles, discussing Playbuilding, pedagogical potential, and the process of developing assessments of the project’s efficacy. Conclusions are offered on the reflexive impact of the Playbuilding process and the potential for growth, for both researchers and participants, that can emanate from such work.
Keywords:
- Implicit bias,
- Playbuilding,
- Research-based theatre,
- Health sciences,
- Reflective practice,
- Reflexive practice,
- Education
Résumé
Il est crucial d’éduquer sur les préjugés implicites dans les études de la santé pour contrer les valeurs oppressives qui entravent l’égalité d’accès aux soins de santé. À l’aide d’une méthode de théâtre collaboratif, des saynètes dramatiques sur les préjugés implicites ont été présentées à des étudiants de premier cycle en sciences de la santé lors d’un atelier de performance. Grâce au Théâtre-Forum, les saynètes ont été explorées, discutées et réinventées. Trois membres du projet réfléchissent à leurs rôles, en abordant le théâtre collaboratif, le potentiel pédagogique et le processus d’élaboration des évaluations de l’efficacité du projet. Ils en concluent que le processus de théâtre collaboratif peut être réflexif et que des possibilités de croissance, peuvent émerger de ce travail.
Mots-clés :
- préjugés implicites,
- théâtre collaboratif,
- théâtre fondé sur la recherche,
- sciences de la santé,
- pratique réflexive,
- pratique autoréflexive,
- éducation
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Appendices
Biographical notes
MICHAEL M. METZ is artist director of Mirror Theatre and a drama educator that has taught at post-secondary, secondary, and elementary levels. He is a doctoral student in the Faculty of Education at Brock University. metzeducation@gmail.com
NADIA GANESH is a Vanier scholar and PhD student at Brock University specializing in prejudice, discrimination, and oppression. In addition to being a member of Brock’s President’s Advisory Committee for Human Rights, Equity, and Decolonization, she is a board member of Mirror Theatre and Carousel Players. ng14fa@brocku.ca
KEVIN HOBBS is president of Mirror Theatre, and a post-secondary Applied Theatre educator and researcher. He is a doctoral candidate in curriculum studies at Western University. hobbs_k@yahoo.com
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Appendices
Notes biographiques
MICHAEL M. METZ est directeur artistique du Mirror Theatre et éducateur en art dramatique. Il a enseigné aux niveaux postsecondaire, secondaire et primaire. Il est doctorant à la Faculté d’éducation de l’Université Brock. metzeducation@gmail.com
NADIA GANESH est boursière Vanier et doctorante à l’Université Brock, spécialisée dans les préjugés, la discrimination et l’oppression. En plus d’être membre du Brock’s President’s Advisory Committee for Human Rights, Equity, and Decolonizationn, elle siège au conseil d’administration de Mirror Theatre et de Carousel Players. ng14fa@brocku.ca
KEVIN HOBBS est président de Mirror Theatre et enseignant-chercheur en théâtre appliqué au niveau postsecondaire. Il est candidat de doctorat en études curriculaires à l’Université Western. hobbs_k@yahoo.com