A couple weeks ago, we started the second round of “ON Indigenous Land” working with racialized youth to foster cross cultural understanding on the challenges facing Indigenous communities in Canada.
The first session with this new group was really inspiring. Simon and I decided to focus this workshop on understanding what they have been learning about Indigenous culture and history. We started by listening to music from an Inuk artist to situate the youth in Indigenous culture.
When we got into discussions, we discovered hurtful similarities between challenges Indigenous communities have faced in Canada, and experiences the newcomer youth had in their previous countries. Challenges like forced abandonment related to identity and stolen land. These stories of co-relation evoked a rich discussion that led to the question – “what now?” The ideas the youth put forward have been shared continuously by participants in this project like creating petitions advocating for Indigenous youth to have the same learning opportunities, and ensuring clean water for Indigenous communities.
I was pleasantly surprised to hear through our discussions that, while only small nuggets of history were dropped in the students’ early years at school, there now there are courses on Indigenous studies they can take in later years. Across this project, we’ve seen the youth engage in meaningful exchanges like these that make me reflect on the power of Forum Theatre and Theatre of the Oppressed in catalyzing transformative learning.
Throughout my time as an associate artist with MCT, I’ve been involved in many projects within the education system. As an actor, I performed in DISS, a Dora Mavor Moore nominated presentation about gang violence, that was toured to various schools and community organizations in the GTA. I’ve also facilitated Forum Theatre presentations, like “Culture Clash” which was a school presentation looking at students of minority races/cultures experiencing privilege, assumptions, and cultural biases from others at school. The play asked audiences to help disrupt systemic and cultural power imbalances in schools. In projects like these, I have seen students’ attitudes and understanding shift because of the relatable stories presented and the opportunity to roleplay allyship.
The skills I’ve gained working within Theatre of the Oppressed have certainly enhanced my work in educational institutions outside of MCT engagements. I work as a Standardized Patient in various post-secondary institutions and hospitals which means I roleplay as patients in simulated scenarios for exams and other educational experiences for students. I’ve facilitated these experiences for medical students, residents, specialists, pharmacists, and naturopaths. Learning through TO how to improvise in response to what another person brings to the scenario in a realistic, believable way, has made me more effective in this work, providing rich opportunities for students to learn and be evaluated in their skills.
The opportunities that Theatre of the Oppressed and Forum Theatre give to audiences to step into the shoes of another person and try to make positive change is an incredibly effective tool in learning processes. The resulting discussions that then happen after each intervention allow students and audiences to share their experiences that relate to what they see on-stage. It starts a ripple effect of understanding and empathy that is instrumental in learning.
These early sessions in “ON Indigenous Land” have been very productive in this process of sharing and learning, that I’m excited to see grow as the project continues developing towards the creation of a Forum Theatre script that will be read for the youth in a feedback reading on December 7th.
Written by MCT’s Associate Artist, Heather Cherron von Atzigen