Abstract

This chapter discusses a Theatre for Development (TfD) model I developed between 2021 and 2022 in collaboration with university students and secondary school pupils in Zomba, Southern Malawi. Although the model drew on educational theatre methodologies, I frame it as a TfD practice because of its ideological underpinnings and its primary objective of supporting knowledge acquisition for social transformation and youth agency. This situates the practice as a mechanism for change; while it facilitates learning, it moves beyond the limits of an educational tool focused on curriculum goals. The model employed drama-based tools for research dissemination among young people and as a means of amplifying their voices as social advocates in combating harmful cultural practices and promoting the rights of children with disabilities. Initially implemented at the University of Malawi (UNIMA), the project was later extended to four secondary schools: Domasi Mission, Malosa, Malindi, and Masongola. At the UNIMA, the model involved a cohort of 30 students who explored whether theatre could effectively repackage research findings to make them accessible, engaging, and relevant to local communities. At the same time, the process aimed to equip students with scientifically accurate information to inform their critical reflection and decision-making. In the secondary school context, the model was delivered to facilitate deeper understanding while empowering adolescents to creatively interpret research findings and lead dissemination efforts among their peers.

Original language	en
Pages (from-to)	139-156
Publication status	Published - 2026