Drama as democratic and inclusive practice

Abstract

This article examines how two devising theater projects with 43 seventh grade pupils respond to values in adaptive education: inclusion, appreciation, variation, experience, relevance, context, and participation. We focus on statue work and the formation of ideas through negotiation processes. The project responds to and concretizes democratic working methods and a pupil perspective in adaptive education. The article suggests that exploratory ensemble-based forms of learning offer the pupils an opportunity to discover their own and the other’s voice, which opens up inclusion into a community.