Methodological Note on Inquiry Pedagogy with Young Adults in a Theatrical Context
“This was not a sociological research, but a subjective inquiry into our experience in the theater, based on our feelings and observations. And this was not always understood and valued by the institution, which perhaps expected something else, more evidence…”
(A young participant from the Open Houses project.(
This note aims to provide practical methods and guidelines for professionals working in theaters and youth workers interested in using inquiry pedagogy with young adults. This approach does not have an “academic” purpose, but it promotes active participation, critical reflection, and autonomy of young adults by involving them in decidedly subjective inquiry processes on social, political, and artistic questions. It enables the development of their awareness, creativity, and ability to act in spaces and places that need to be engaged with to avoid reproducing social and cultural inequalities.
Based on our observations of the experience of OPEN HOUSES, its successes, but also its limitations, we propose to share key principles of inquiry pedagogy and the pedagogical postures to prioritize.
- What are the key principles and the path to accompany the inquiry?
- Preparing the ground, preparing the inquiry…
- Identify the research subject (“What are we seeking to understand?”):
Professionals must cooperate with young adults to provide them with key information about the context and identify a meaningful research subject. It can be related to art and culture, social or political issues, or specific problems within the theater community. The question must come from the young adults, from their concerns.
- Establish learning objectives (“What is the purpose of the inquiry?”):
It is important to define clear and specific learning objectives related to the chosen research subject. These objectives should consider both the theoretical knowledge to be acquired and the practical skills to be developed. At the same time, it is necessary for the facilitators to work on the concept of inquiry with the young adults to allow for the deconstruction of preconceptions and their appropriation.
- Establish a cooperative framework (“How does the collective work?”):
The idea is to foster a climate of trust and openness that promotes cooperation. Young adults should feel free to express themselves, share their ideas, and actively contribute at all stages of the inquiry.
The initial phase is essential but should not hinder feedback. Participants may question the framework, which is entirely normal, as criticism enriches the process. Moreover, it is the participants who experience the inquiry, so the facilitation adapts and evolves based on their exchanges and expectations.
- Conducting the inquiry:
- Data collection (Let’s begin the inquiry!):
Young adults should be guided in collecting data using various methods such as interviews, observations, documentary research, surveys, or the creation of artistic works.
- Data analysis and interpretation (Step back, gain some perspective to analyze all this!):
Professionals can support young adults in analyzing and interpreting the collected data. This involves helping them identify trends, relationships, issues, and challenges that emerge from the data and putting them into perspective with existing knowledge without imposing.
- Critical reflection and dialogue (Questioning, reflecting together!):
Inquiry pedagogy encourages young adults to develop critical reflection on the collected data and engage in dialogue with their peers, theater professionals, and experts in the relevant field. This step promotes the exchange of ideas, the confrontation of perspectives, and the collective construction of knowledge.
- Production and sharing of results:
- Synthesis of results:
Young adults should be guided in synthesizing the results of their inquiry. This involves highlighting the main conclusions, recommendations, and emerging courses of action. The synthesis can take various forms, such as written reports, oral presentations, artistic creations, or theater performances.
- Valorization of results (And now, how do we share all this?):
Professionals should support young adults in the valorization of their results. This can include public presentations, exhibitions, theater performances, or community events. It is important to create opportunities for young adults to share their findings with a broader audience, thus fostering dialogue and civic engagement.
- Critical reflection on the inquiry process (yes, we can critique!):
Facilitating critical reflection on the inquiry process itself is essential. Young adults should be encouraged to evaluate their experience, identify strengths and weaknesses of the methods used, and formulate recommendations for possible future inquiries.
Inquiry pedagogy with young adults in a theatrical context offers a dynamic and participatory approach to foster their engagement, critical reflection, and creativity. By following the key steps of inquiry preparation, conducting the inquiry, and producing/sharing the results, theater professionals can create environments that promote active participation. This approach allows young adults to develop democratic skills, actively contribute to society, and take ownership of their role as responsible and engaged citizens.
- What pedagogical approaches to accompany the inquiry?
It is important to note that the implementation of inquiry-based pedagogy with young adults cannot be imposed. It is linked to the uncertainties of collective life and interpersonal relationships. However, it is facilitated by preparation and adaptation based on available resources, specific needs of young adults, and targeted objectives. In this regard, certain pedagogical approaches seem important to prioritize. Here is a non-exhaustive list:
- Facilitator: It involves adopting a facilitator’s stance, guiding young adults throughout the inquiry process. The facilitator encourages their critical reflection, stimulates their curiosity, and supports them in their research endeavors. Moreover, the professional facilitates relationships between different stakeholders (youth collectives, theater, youth organizations, etc.).
- Active listening: The theater professional must listen to the concerns, ideas, and needs of the young adults. They create a safe space where young people feel free to express themselves and share their viewpoints.
- Encouragement of creativity: Inquiry-based pedagogy promotes artistic expression and creativity among young adults. The professional encourages the use of various artistic forms such as theater, dance, drawing, and music to allow young people to communicate and share their discoveries.
- Valuing knowledge and experiences: The professional recognizes and values the knowledge and experiences of young adults. They encourage them to draw on their prior knowledge, personal experiences, and skills to enrich the inquiry and contribute to its success.
- Critical reflection and dialogue: The professional encourages young adults to develop critical reflection on the studied issues. They urge them to challenge preconceived ideas, analyze different perspectives, and engage in dialogue with their peers to build collective knowledge.
- Valorization and dissemination of results: The theater professional ensures the valorization of inquiry results by providing young adults with opportunities to share their findings with a broader audience. This can be done through public presentations, theater performances, publications, or community events.
By adopting a pedagogical stance based on listening, cooperation, creativity, and the valuing of young people, theater professionals can conduct meaningful inquiries that address audience engagement challenges. This approach enables young adults to develop essential skills such as critical thinking, effective communication, collaboration, and autonomy. Moreover, this pedagogical approach promotes their active engagement in society and enhances their confidence in their ability to contribute to building a fairer and more equitable world.
It is also important to emphasize that the adopted pedagogical stance should be based on mutual respect, inclusion, and open-mindedness. Theater professionals should create a safe environment where every voice is valued and where young people feel comfortable expressing their ideas, even if they differ from those of other participants or professionals in the institution. This fosters diversity of perspectives and enriches exchanges and learning.
Finally, inquiry-based pedagogy with young people in a theatrical context allows for the connection of artistic experience with concrete social and political issues. It offers young adults a unique opportunity to explore the links between art, society, and politics while developing their aesthetic sensibility and their ability to express their ideas through various artistic forms.
In summary, the implementation of this approach requires deep reflection on pedagogical issues and the stance to adopt. It needs validation and support from the institution. Theater professionals play a key role as facilitators and guides, enabling young adults to become critical, creative, and engaged actors in society.