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From Stereotype to Stewardship: How the Enneagram Encourages Responsible Representation of Marginalized Stories on the Academic Institution's Stage

Hopson, Sarah
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1711717035477693

Abstract Details

2024, Master of Arts (MA), Bowling Green State University, Theatre.
This thesis addresses how many predominantly white institutions have few endeavors attempting to integrate playwrights and stories from marginalized communities. While Patricia Ybarra’s anti-racist approach, coalitional casting in an academic institutional setting, advocates for the allyship of privileged student performers becoming visual place-holders to share these marginalized works, there is still a glaring question: How do student performers represent characters culturally different from themselves without employing stereotypes or turning to racial mimicry? In this thesis, I discuss my process and observations directing an elevated staged-reading of Roosters, by Milcha Sánchez-Scott utilizing the Enneagram, a psychology typology. I center this process within conversations of the Enneagram and the actor, coalitional casting as best practice, and the continuous need for inclusionary and anti-racist pedagogy practices in Higher Education theatre departments. Ultimately, I argue that the Enneagram, as a character-building tool in collaboration with culturally conscious dramaturgy, offers an approach towards the character-building practice which exchanges embodied stereotypes for ally-driven representations of previously marginalized performance pieces. By illuminating how the Enneagram’s involvement better satisfies coalitional casting’s goals of allyship, underscoring racial and ethnic inequality, and incorporating diversity into performance, I conclude that the Enneagram is worthy of inclusion in anti-racist theatre pedagogy at the institutional level. The implications of this suggest the Enneagram’s contribution to coalitional casting in Higher Education encourages actors to properly steward responsible cultural representation on stage.
Jonathan Chambers, Ph.D. (Committee Member)
James Stover, M.F.A. (Committee Chair)
94 p.
Theater; Theater Studies
Acting Pedagogy; Enneagram; Milcha Sánchez-Scott; Roosters; Staged Reading; Theatre; PWI; Predominantly White Institution;

Recommended Citations

Citations

  • Hopson, S. (2024). From Stereotype to Stewardship: How the Enneagram Encourages Responsible Representation of Marginalized Stories on the Academic Institution's Stage [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1711717035477693

    APA Style (7th edition)

  • Hopson, Sarah. From Stereotype to Stewardship: How the Enneagram Encourages Responsible Representation of Marginalized Stories on the Academic Institution's Stage. 2024. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1711717035477693.

    MLA Style (8th edition)

  • Hopson, Sarah. "From Stereotype to Stewardship: How the Enneagram Encourages Responsible Representation of Marginalized Stories on the Academic Institution's Stage." Master's thesis, Bowling Green State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1711717035477693

    Chicago Manual of Style (17th edition)

bgsu1711717035477693
141
© 2024, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.
Release 3.2.12