Abstract

This study is a theoretical inquiry investigating the ethical urgency to unlearn complex modern ideologies constructed on oppressive principles, and the skills that drama therapists possess to address this. Experiential learning, which consolidates anti-oppression, education, psychotherapy and theatre praxis offers critical insight apropos the skills learned by drama therapists through their training to teach anti-oppression. However, current literature indicates a limited account of cultural competencies within drama therapy research in Canada and the United States. Research findings in this paper illustrate how anti-oppression workshops, campaigns, conferences, clinical practice, and performances facilitated by drama therapists are occurring, albeit often absent from the public eye. An examination of the literature delineates an account of cultural response/ability, drama therapy techniques and the clinical role as recommended conditions into facilitating anti-oppressive pedagogy. With proper drama therapy training and continuing personal development, drama therapists could potentially develop the robust aptitude and skills to professionally facilitate teachings related to social justice and oppression.