The Multicultural Theatre Project and «Minority» Literature
Chapter 3. Why This Method Works
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WHY THIS METHOD WORKS
The wealth of a common global culture will then be expressed in the particularities of our different languages and cultures very much like a universal garden of many-coloured flowers. The “flowerness” of the different flowers is expressed in their very diversity. But there is cross-fertilisation between them. And what is more, they all contain in themselves the seeds of a new tomorrow.
—Ngũgĩ wa Thiong’O (1993, p. 24)
The art of questioning is the art of questioning ever further—i.e., the art of thinking. It is called dialectic because it is the art of conducting a real dialogue.
—Hans-Georg Gadamer (1988, p. 375)
Figure 3.1: The MTP Dialectic. ← 19 | 20 →
The fact that minority literature has found a crucial place in the classrooms in university settings across the country is not in dispute here. As a corpus this literature has been integrated into course curriculum from introductory survey courses to authorial courses and colloquiums. There are many scholar teachers in the academy who are quite adept at teaching this literature toward this project’s aim in the classroom. However, I would like to propose that minority literature can be used with more vigor and intentionality as a framework for mediating transformative discourse about difference through arts-based critical pedagogy.
Literature honors the complex dimensionality of the human condition—social, cultural, emotional, spiritual, and physical realities of human...
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