Abstract

This article introduces a drama-based model I developed to engage school-going pupils in research and critical thinking. Implemented in four secondary schools in southern Malawi, the model examined whether arts-based techniques could effectively disseminate research findings on harmful cultural practices and children's disabilities among adolescents while empowering adolescents as social advocates. Using workshop and performance vignettes, I demonstrate how pupils creatively repackaged information and participated in dissemination. The article reflects on the model's impact, noting shifts in learners' knowledge and advocacy skills, while acknowledging the limitations of short-term interventions. Overall, the model shows promise for empowering young people in Malawi.

Original language	en
Pages (from-to)	29-44
Volume	31
Issue number	1
Publication status	Published - 2026