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An Exploration of Environmental Justice Through the Theatre of the Environment: a Curriculum Design and Evaluation Study

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An Exploration of Environmental Justice Through the Theatre of the Environment: a Curriculum Design and Evaluation Study AN EXPLORATION OF ENVIRONMENTAL JUSTICE THROUGH THE THEATRE OF THE ENVIRONMENT: A CURRICULUM DESIGN AND EVALUATION STUDY A Thesis Presented to the Faculty of the Graduate School of Cornell University in Partial Fulfillment of the Requirements for the degree of Master of Science by Robert H. Abrams Jr. January 1995 © Robert H. Abrams Jr. 1995 ALL RIGHTS RESERVED ABSTRACT This study used a workshop format to create a space in which participants could reflect on the issue of environmental justice. A private reading of a one act play was at the core of this space. Concept mapping was used to both help the participants actively construct their own knowledge about environmental justice, as well as to help ensure that the production space around the play was reflective. The workshop ended with a group discussion of environmental justice as seen through the play and the concept maps. The workshops were evaluated by the participants, who completed a written questionnaire. An important component of this evaluation was obtained through the use of the Contingent Valuation method, where participants were asked to assess the worth of the workshop by comparing it to commodities of everyday experience, as well as through a direct dollar value assessment. Participant response was favorable overall. Analysis of the concept maps is offered to show how the author's understanding of environmental justice was clarified through the participants' insights, and to suggest how the concept maps could be used to anchor future instruction in each participant's current cognitive structure. Several suggestions are drawn from the experience with this study to suggest how the workshop could be improved so that it might serve as a vehicle to support theatre professionals interested in social and environmental action. This thesis includes reviews of 53 plays. These plays are analyzed to determine their relationship to a variety of environmental issues, their potential use as education, and their position within a categorization system derived in part from Aristotle's conception of unity of action. This thesis also includes two complete curricula which are designed around plays in the Theatre of the Environment. Finally, this thesis is offered to the reader as evidence that art and science can be integrated to inspire students to seek a meaningful education. BIOGRAPHICAL SKETCH Seen from the perspective of this Thesis, Robert H. Abrams Jr. is the latest link in a chain of scholars extending thousands of years into the past. As such, the author is indebted to a gathering of people far too numerous to mention all but the most critical by name. The author is grateful to Plato for inventing the idea of the Academy, without which there would be no academics. Unfortunately, the author was not able to attend Plato's Academy, having missed the application deadline due to being born on June 16, 1967 in New York City. The author would like to thank the Society for the Propagation of the Gospel in Foreign Parts for founding Trinity School in 1709 so that he could graduate Cum Laude 275 years later in 1985. The author would like to extend his condolences to Mr. and Mrs. Leland and Jane Stanford on the death of their son, Leland Jr. It is certain that Leland Jr. has been pleased to see so many students graduate in his name for over 100 years, including in 1990 when the author graduated from Stanford University with a Bachelor of Arts in Human Biology. The author would also like to extend his sympathies to Mr. Ezra Cornell for not convincing Mr. Stanford to build a Leland Jr. college above Cayuga's waters. Mr. Cornell should rest assured that his ability to push an inspired deal through the New York State Legislature has created an inspired university, and that blizzards are every bit as much fun as earthquakes. The author graduated from Cornell University with a Master of Science from the Field of Education. iii To Sidney Winters who taught me that the world, like a statue, needs vision to grow... who lives his life by the principle that you should do things for people not to them... and whose example I try to follow... iv ACKNOWLEDGMENTS I have been very fortunate to have had the opportunity to work with a series of superb teachers. These include Christine Reilly, Robert Hipkens, Larry Cantor, George Herland, Al Romano, Michael Gilbert, and especially Frank Smith. This Thesis is the culmination of many years of work. The assistance of David Sutton, William Eddelman, Kent Goetz, and George Posner have improved the work at each stage. I would like to thank my committee - Geri Gay, David Pimentel, and especially Joseph Novak - for being both supportive and demanding. This Thesis would not have been possible without the participation of each participant, for which I am grateful. In addition, my pool of participants would have been much smaller without the assistance of Shelley Drazen, and the Cornell Greens. I would like to acknowledge Lisa Bushlow, whose work with the Hangar Theatre's Education Program is always an inspiration. Most importantly, I would like to thank my parents for always being there, and my sister, who is the most generous person I know. v TABLE OF CONTENTS Biographical Sketch.................................................................................................iii Dedication ................................................................................................................iv Acknowledgments..................................................................................................v Table of Contents....................................................................................................vi List of Figures..........................................................................................................ix Bibliographic Data...................................................................................................x Chapter 1: Introduction to the Study..................................................................1 Prologue.......................................................................................................1 General Background...................................................................................1 Some history of the project...........................................................3 My current work.............................................................................5 Chapter 2: Conceptual Toolkit..............................................................................7 Philosophical Questions .............................................................................7 Why include racism as part of an environmental study?.........7 Environmental Justice ........................................................9 Why focus on the Theatre? ...........................................................12 Definitions....................................................................................................13 Portal Concept.................................................................................13 Private Readings .............................................................................14 Format Conventions......................................................................14 In-text Reference Tags........................................................15 Graphics Markers................................................................16 Transcription of Concept Maps ........................................16 Theatre..........................................................................................................16 Theatre of the Environment..........................................................16 Classification System..........................................................17 The British/Germanic Dichotomy................................................20 Production Space.............................................................................21 The New Pantheon of Aristotelian Actions ................................22 Education......................................................................................................23 Educational Theatre should not be a Hammer ..........................23 Critical versus Didactic Education ................................................25 Why are private readings suggested for critical educational theatre?.......................................................................................29 The Dialectic of Verse and Prose ..................................................30 Uses of This Work for Formal Education....................................32 vi Chapter 3: Related Literature................................................................................34 How the Literature Review Fits Together..............................................34 Literature Review of Concepts and Theories.........................................36 Use of Plays about Environmental Issues as Education............36 Multicultural Science Education ....................................................37 Situated Cognition..........................................................................40 The Heideggerian Dialectic................................................45 A Heideggerian Critique of Situated Cognition ............47 Computer Supported Cooperative Work/Collaborative Communities.............................................................................49 Literature Review of Methods..................................................................54 Concept Mapping ...........................................................................54
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