Theatre Education And gender Equity: Possibilities For The Millennium

Abstract

The article explores possibilities of enhancing theater education for purposes of challenging and dismantling gender exploitation and oppression in order to facilitate social, political and ideological processes which can foster gender equity and harmony. It proceeds from the recognition that theater practice in Zimbabwe is still fraught with gender biases, contradictions and inconsistencies. In order to address this challenge, the article explores and proffers specific strategies in ensuring that gender sensitivity becomes a critical element of every production in theater education at both the theoretical and practical levels. Consequently, a distinguishing tenet of each of the possibilities explored in this article is the need to regard each element of theater construction processes as a teaching and teachable moment for gender consciousness. It is envisaged that with such an approach, preschools, primary and secondary schools, tertiary institutions and grassroots/ professional theater groups will acquire relevant knowledge, skills and competencies that will make theater a strong arena for constructive and inspiring gender dialogue. Gender equity as one of the millennium goals is not an insurmountable task. Theater education can play a significant part towards its realization.