http://archive.nyu.edu:8080/jspui The FDA digital repository system captures, stores, indexes, preserves, and distributes digital research material. 2026-07-17T00:52:58Z http://hdl.handle.net/2451/75880 Title: Global drivers and barriers to the public acceptance of autonomous vehicles: Evidence from 17 countries Authors: Saravanos, A. 2026-01-01T00:00:00Z http://hdl.handle.net/2451/75879 Title: Participatory Theatre as Democratic Rehearsal in Psychology Education Authors: Mehrotra, Chetna Abstract: This practice-based article examines how participatory theatre functions as a democratic rehearsal space within undergraduate psychology education in South India. While curricula increasingly acknowledge social determinants of mental health, structural inequalities such as caste, gender norms, and institutional hierarchy are often treated as contextual factors rather than constitutive of subjectivity. Consequently, students may acquire critical vocabulary about oppression without developing embodied awareness or relational capacities to navigate power in practice. Informed by participatory performance practices including Playback Theatre, Image Theatre, and Forum Theatre, the study introduces facilitative dramaturgy as a framework that sequences participatory forms to move students from narrative witnessing to embodied recognition and rehearsal of ethical response. Implemented within a second-year applied theatre course, the intervention engaged psychology undergraduates from diverse social backgrounds through a structured progression of exercises. Playback Theatre enabled collective witnessing of experiences of loneliness, abuse, and institutional authority; Image Theatre translated these narratives into embodied representations of hierarchy; Forum Theatre created a symbolic rehearsal space to experiment with interventions in situations of social constraint. Findings suggest participatory theatre operates not merely as expressive pedagogy but as a structured environment where democracy is encountered as embodied negotiation. Students moved from perceiving distress as individual experience to recognising its structural conditioning while rehearsing relational responses. Classrooms can function as provisional democratic infrastructures, where recognition, ethical engagement, and collective responsibility are rehearsed rather than abstractly discussed. 2026-07-01T00:00:00Z http://hdl.handle.net/2451/75878 Title: The Pleasure of the Drama: A New Materialist Approach to Boundaries in Dorothy Heathcote's Conventions for Dramatic Action Authors: Katafiasz, Kate Abstract: This article investigates how drama organises bodies in space to generate human subjectivity that is open to ‘other’ experience, while safeguarding participants’ imaginative and emotional wellbeing. The paper explores how the boundaries at the Theatre of Dionysus distributed power between stage and auditorium by giving the active gaze to the auditorium and the active voice to the stage, so that each side needed the perspective of the ‘other’ to function as a unity. The paper uses Bruno Latour’s critique of Modernism to argue that when modernist theatre practitioners dismantled this hybrid structure, they took the vitality of ‘other’ experience—the pleasure of the drama—out of their performance practices. When Dorothy Heathcote liberated drama from the constraints of the theatre space by taking it into the classroom, many took her work to be part of poststructuralism’s broader, boundary-breaking, revolution. But the paper argues that this understanding fails to grasp the dramatic integrity of Heathcote’s practice, resulting in applied theatre practices that ignore the validity of ‘other’ experience; or that blur boundaries between self and other to risk confusion, coercion, and psychological harm. The paper offers practitioners interested in ethical relationality a new materialist reading of Heathcote’s ‘33 Conventions for Dramatic Action’ (1980/2015). One which shows how contemporary practitioners like Tim Taylor maintain Heathcote's boundaries; to allow postcolonial schoolchildren, to quote Donna Haraway, to 'take difference seriously'. 2026-07-01T00:00:00Z http://hdl.handle.net/2451/75877 Title: Exploring C-12: An Imagined Place with a History, a Future and Contemporary Challenges Authors: Eriksson, Stig A. Abstract: The article reflects on a process drama workshop from the Dorothy Heathcote Now International Conference in Manchester, UK, 2025. The workshop was designed and devised to address the conference themes: “What sort of schools do we want? What sort of society do we want?” The article considers both the planning process—the conceptional design of the workshop – and how it was devised in practice to generate discovery and reflection on materials or scenes created during the work. It draws on strategies inspired by Heathcote’s legacy, extended into a critical pedagogy framework, including teacher-in-role, text work, documents and drama conventions with an intention to question, analyze, and create ideas for exploring subject matter related to the conference themes. The story developed in the workshop explores an imagined ideal society and its collapse. Framed as an investigation, it lets participants deduce what may have happened and possibly apply insights to their own lives, contexts, or concerns that resonate with them. 2026-07-01T00:00:00Z