Saturday 23 March 2013

Contact us / how to apply / fees and funding 2013-14

Contact details:
For general information and queries, please contact the Dept. of Sociology, NUI Maynooth, Co. Kildare, Ireland at sociology@nuim.ie or (+353-1) 7083659.

Application:
To apply to this course, you need to go through Ireland's online application system for postgraduate courses at www.pac.ie. The PAC code for the MA is MHA64. The deadline for applications is April 30th 2013, but we suggest you register for PAC well in advance so you can see what information they will be looking for. Our form asks you for two references. These can of course be the usual academics etc., but for this course they can also be activists or community educators etc. who can talk about your practitioner knowledge and skill.
The basic requirement for entry is a BA with a 2:2 result or higher, or the equivalent of a BA, including accreditation of prior learning and prior experiential learning. If you are in doubt about whether you meet this requirement, please email us at the address above.

Along with the usual information for the online form, we will look for a short (one – two pages) statement about any aspects of your experience which you feel are relevant to the course, and what you are hoping the course will be able to offer you that will benefit your practice. The personal statement isn't a test! We want to tailor the course to bring out what students already know and can share with each other, and what their priorities are in terms of learning needs, and we can't do that if we don't know where students are coming from.

We are keen to have a mix of backgrounds and abilities on this course, so please don't assume that this course isn't for you! We very much welcome activists who want to go back to education, as well as students who are keen to get involved in movements, mature students as well as traditional ones, and people with different community or movement points of reference. 

Fees and funding
You will probably need to set aside some time to find out about funding possibilities. 

Ultimately fees are set by government policy on higher education, according to which Irish and other EU students are partly subsidised while those from outside the EU pay what is calculated as the full cost of their education. In practice though a majority of postgraduate students probably receive some funding, whether to cover fees alone, living expenses or partial supports. The system is complicated and takes time to explore. Below are some starting points:

From the state

The Student Finance website has some useful information on this. All student funding from the state is now processed and administered through the newly centralised system SUSI (Student Universal Support Ireland). In its first year (2012-13) this system had a number of well-publicised problems but it is important to say that delays in SUSI did not prevent students taking part in the course - they simply had to spend more time than they should have done trying to get the system to work.

There are two ways postgraduates may qualify for student grants:

1) A flat rate, means-tested fee contribution of €2,000. The initial income threshold is €31,500 but there are a number of other factors taken into consideration when assessing eligibility, including how many family members are in full-time study. Studentfinance.ie has a calculator on its website to help you determine if you qualify.

2) Full fees for students with a family income no greater than €22,703 (net of Qualified Child Increases and standard exclusions) and in receipt of one of a number of payments from the Department of Social Protection.

All applications are made through Student Universal Support Ireland (SUSI) and the process will open in mid-May for the 2013-14 academic year. It is important to say that the grant covers a range of different nationalities and statuses.

SUSI Helpdesk contact details: support@susi.cdvec.ie, tel. 0761 08 7874, facebook facebook.com/susisupport

There is some really useful information on SUSI at this site: http://www.cdvec.ie/Student-Supports/Grants.aspx and more detail and clarification at the Student Finance site here.


If you are already in receipt of state benefits / supports, the type you have (e.g. Jobseekers, Lone Parents, Back to Education etc.) can make a big difference in terms both of what funding might be available to you but also in terms of whether you will be able to maintain your existing benefits while studying. (NB also that information-gathering is now very centralised so your new student status will show up where it might not have before!) If you are currently on benefits, we strongly recommend that you talk to your local Citizens Information Centre well in advance of taking the course to discuss your options. Some people may be in a position to change from one type of benefits to another but this takes time.




From the university:

There are two funding sources at NUI Maynooth.

1) Taught Masters Bursaries at a value of €2,000. There are 60 of these which will be shared across all taught MAs in the University. They are open to all students who completed the final year of the BSc or BA Honours degree since 2007 (including those graduating in 2013) and who have been in receipt of local authority Higher Education Grant funding. They are normally assessed on the basis of the highest overall results in final-year examinations. 

The closing date for applications is July 5th 2013. Application forms and terms and conditions are available at http://graduatestudies.nuim.ie/scholarship or from the Graduate Studies Office, 3rd Floor, John Hume Building, NUI Maynooth (graduatestudies@nuim.ie or tel 01 7086018).

2) NUI Maynooth Alumni Scholarships at a value of €5,000. The Alumni Office has just announced new scholarships for postgraduate study open to NUIM graduates (including 2013 graduates). There will be one scholarship in the Faculty of Social Sciences which will provide €5000 towards fees.

The application process is now open. The closing date is July 12th 2013. Further details on eligibility and how to apply can be found at http://graduatestudies.nuim.ie/scholarship.

It is also worth doing a search online as there are a limited number of specific scholarships and bursaries offered on the basis of criteria like the area of research (e.g. this site) or the Universities in Ireland Postgraduate Scheme which would support students from Northern Ireland pursuing postgraduate studies in the Republic. Again Student Finance has a good starting list of possibilities.


Beyond this, there are grants, supports and even occasionally scholarships, for fees and for maintenance, as well as tax relief on fees, student medical entitlements and support for students with disabilities, and the Back to Education scheme which allows you to retain social welfare payments while studying. You can find information about these from Citizens' Information, the HEA's Student Finance site, and the Graduate Studies pages on funding and finances. You can also contact the NUIM Fees and Grants office.
International students will find useful information on funding and many other practical issues at the Irish Council for International Students.

Tuition fees have not yet been set for the academic year 2013 / 2014, but should be in the region of €5160 (the 2012-13 rate) plus a registration fee of around €2347 for Irish and other EU students; for non-EU students the tuition fee is likely to be in the region of €13,000. For EU students, half of the tuition fee is payable prior to registration and the other half is usually payable before February 1st. For non-EU students resident overseas, the full fee is payable before registration. Up-to-date information is available via Graduate Studies and the Fees and Grants Office.

Finally, you can find practical information for prospective Maynooth students at this page, including access students, mature students, international students, and childcare.

The basic message that we hear from CEESA students is that postgraduate study is not easy but is doable for people from a wide range of different situations and backgrounds. As a team we are committed to supporting people in difficult personal circumstances to be able to complete the course.

For some history of how austerity-related cuts have affected access to postgraduate study see this post.

Who we've been working with



In the first five years of the course we have invited a wide range of workshop presenters, hosted many visiting speakers, co-organised public events with different groups, organised field trips etc. Below is a very incomplete list of some of the groups / projects / people we've been involved with in one way or another:

Groups, projects, people

Alternative Futures and Popular Protest conference, Manchester
Benbo Productions 
John Bissett
Daraja radical publishers, Dakar
Laurence Davis
Mimi Doran
No Fracking Ireland
North Inner City Folklore Group
David Nugent
NUI Maynooth Social Justice Network
Ogoni Solidarity Ireland
People's Forum, Erris
Kathy Powell
Spectacle of Defiance and Hope
Hilary Wainwright

Needless to say this doesn't mean that we all agree with each other on everything! But it does mean that we learn a lot from each other's struggles...

Thursday 14 March 2013

Selma James at Maynooth: "How can women defeat austerity?"

The podcast of this remarkable political intervention (Maynooth, 13 March) is now available.


Founder of the Wages for Housework campaign and coordinator of the Global Women's Strike, Selma James brought a lifetime of movement experience to bear in this electrifying talk. Asked to speak to organisers' needs in the current crisis, she spoke to a roomful of 30 activists and researchers passionately, clearly and incisively for an hour without notes.

To understand austerity, we have to understand the struggles which gave birth to the welfare state, the poverty which went before it and the attacks it has been under since the 1970s, and the first part of her talk tackled these themes. In the second part she discussed the weaknesses of movements since that time in responding to the attacks: how NGOisation has demobilised movements and left them dependent on funders, far-left parties try to substitute themselves for popular action while social-democratic parties simply represent a slower attack on people's basic needs. In the third and final part she discussed the urgency of building a broader movement which does not see class and gender, anti-racism or environmental survival, as separate and opposed issues. A lively and engaged discussion followed.

The event was co-organised by the MA in Community Education, Equality and Social Activism (CEESA) with the Depts of Sociology and Anthropology and the Global Women's Strike.

The MA CEESA is designed by activists, for activists as a practitioner MA which aims to support the needs of movement organisers and community educators reflecting on their own practice, thinking strategically and "learning from each other's struggles". Full details at http://ceesa-ma.blogspot.com.

The poster for the event is online here.

You can listen to the talk here:
SJMaynooth

CEESA MA 2013 entry

MA in Community Education, Equality and Social Activism

Another world is possible: learning from each other's struggles

NUI Maynooth Sociology and Adult & Community Education


From the Land League to women’s liberation and from the Dublin Lockout to community activism, the struggle for equality and social change has been driven by social movements from below. Today, ecological campaigners have put climate change on the agenda, global justice activists have highlighted the crisis of neo-liberal capitalism and popular movements have changed the world from South Africa to Eastern Europe and from Latin America to the Arab world. 
As austerity politics bites, cuts target the poorest communities and neo-liberal “business as usual” tries to roll over democracy and popular organisations, social movements are having to rethink their strategies and communities are taking a hard look at their own understandings. What can we learn from each other’s struggles for equality and social justice -  and what do we already know about how to change the world?

This course brings together students who want to learn how to make equality and social justice into realities, with more experienced activists in community education and social movements looking for space to reflect on their own work, and a team of staff who are experienced teachers and researchers, community educators and social movement practitioners - to form a community of practitioners learning from each other’s experiences and struggles to create new kinds of “really useful knowledge” and develop alternatives.

How can we bring about social justice and environmental survival in Ireland and beyond? This course enables students to think about how to build real alternatives to challenge existing structures of oppression and injustice. It is about developing ordinary people’s capacity to change the world through community education, grassroots community activism and social movement campaigning. In the face of powerful voices telling us that “there is no alternative” but to trust in their expertise and solutions, this course starts from the view that “another world is already under construction”.

The main force behind positive social change in Ireland and globally has always been "people power": those who were not "on the inside", without property, status or power coming together to push for change where it was needed. Community activism, the women's movement, global justice campaigners, self-organising by travellers and new Irish communities, trade unions, GLBTQ campaigning, environmentalism, international solidarity, anti-racism, anti-war activism, survivors of institutional abuse, human rights work, the deaf movement and many other such movements have reshaped our society and put human need on the agenda beside profit and power. This process has not ended.

Movement participants have developed important bodies of knowledge about how to do this, which are fundamental starting-points for trying to make a better world possible. Radical adult and community educators help develop knowledge and learning that are critical and questioning, that are aware of taken-for-granted assumptions, that are systemic, political and social, that ask difficult questions, that are against technical and one-dimensional thinking alone. In the age of Occupy and Shell to Sea, anti-austerity protests and alternative media, social partnership in crisis and global justice, what can we learn from each other’s struggles?
What students say about the course:
“The real beauty of this course is the sense that finally you are not alone in your thinking. Not only can you get to open your mind up to all that has been written, but you get to open up to your class group and really learn from each other. In a world where injustice is the norm, there is a sense that there is a whole world of people out there fighting alongside you and that at last, change just might be possible.” 
“There are misunderstandings about the word activism… If you are challenging the system and the way it is, then you are an activist, you are not passively existing in the world, you are taking action…”

“The knowledge and experience of activists are valued.”

“A chance to get really detailed feedback on the way you’re thinking about how to change things.”

“It’s a course for practitioners.

The Departments of Sociology and Adult & Community Education collaborate on this MA to develop thinking about critical pedagogy in community education; power and praxis in social movements; and understandings of equality, transformation and sustainability. Our commitment to the public use of academic knowledge is a long-standing one and we have a wide range of practical experience as well as research-based knowledge. This includes involvement with social movements, community activism and issue-based campaigning; media work and public debate; active involvement in political parties, trade unions and lobbying groups; community education and literacy; development and human rights work. Maynooth is also Ireland's leading centre for research on social movements and one of the few venues in Europe with so much expertise in the area. Our student body is very diverse, with a wealth of different experiences and a strong tradition of involvement in community development and social activism.

The course explores three core strands: Critical and praxis-oriented forms of thinking (e.g. in community education, social theory, media literacy, participatory action research…); Equality and Social Justice (e.g. in feminist praxis, social class, race, political economy, social change...); and Power, politics and praxis (e.g. in social movements, community activism, grassroots organising, environmental justice…) The course content is all taught from the standpoint of "praxis": the understanding that theory without practice is meaningless, while practice without theory is likely to fail. The basis of our work is dialogue between reflective practitioners, systematically including both these aspects. 

What students say about the practical benefits:
Helps to makes links with fellow activists working in different movements.”

“A chance to challenge and enhance your practice.”

“Puts names on things that you have done and helps to frame your ideas.”

“An opportunity to work collectively.”

“Make friends, networks, comrades.”

“An opportunity to challenge academic norms.”

“A chance to be more objective about your practice.”

Course participants
Both Departments have a long history of attracting students who are concerned about social and global justice and keen to draw on their analytical skills to develop a professional life in these areas, including mature students who have already had such an engagement and want to develop their practice further.  This programme is aimed at the needs of this very diverse group.  This includes those involved in social movements, community development, adult learning, grassroots activism, workers in NGOs and state agencies, and advocates with minority groups. 
The course is geared to bringing together the best of practitioner skills in the field with the best of academic research. Our workshops are not traditional classroom experiences but draw on our community, popular and radical educational practice to bring out and work with participants' existing knowledge. We bring our own lived experience into the classroom, and encourage other participants to do the same, creating a conversation between practitioners in which students are not passive learners and teachers are not unquestioned experts. We also bring in a wide range of outside mentors.

The course is aimed at people who already have either basic knowledge of social analysis or experience of social movement organising (or both!) It helps you round out your own skills and understanding across the theory / practice barrier and across different movements, times and contexts. This bigger picture, developing yourself as a reflexive practitioner with a strategic perspective, will enable you to contribute powerfully to social movements, community education projects and activist organisations - or to create new ones.

The programme attracts a wide range of students, with very diverse backgrounds, movements and levels of experience. Participants so far have included working-class community organisers and radical ecologists, radical educators and service user campaigners, feminists and rural community activists, GLBTQ rights campaigners and trade unionists, adult educators and radical artists, young graduates and experienced political organisers. 

Students’ experience of the course:
“It’s fun and challenging, constantly changing.”

“Moves beyond/transcends your own organisation or movement. That can help to change your practice as well.”

“Can be fun and interactive and our input feels valued.”

“Challenges your views and perspectives.”

“The lecturers are open to being challenged and to change academic practices.”

“There was a concerted effort towards group development both by the class members and by the lecturers. We were very lucky in our class group dynamic and a willingness for each person to reveal who they really are.”

“The lecturers are deadly too!”

Programme
The course involves two days a week on campus (typically Monday and Tuesday) over two twelve-week semesters, along with independent reading and study which you should expect to take another two days equivalent during the rest of the week. Your thesis, which is usually linked to a movement project you are involved in or developing, typically takes three - four months after the end of classes. The programme includes core modules in “Community of praxis”; “Power and politics”; “Radical education and critical pedagogy”, “Equality and social justice” and "Feminist theory and practice". Along with these students choose one elective module a term, such as “The market, the state and social movements”, “Critical media and cultural pedagogy in communities", “Participatory action research in social movement practice”, “Political economy”, “Environmental justice” or “Sustainable communities”.

We run special sessions on topics like “Sustainable organising”; “Critical media literacy”; “Utopias and social movements” and “Digital media production” and invite a wide range of movement speakers to discuss their work. Field trips to date have visited community projects and direct action campaigns, local oral history projects and social centres. Major events have included our “Masked Activists’ Ball” launch, our “Beyond the crisis” seminar, and a conference “New agendas in social movement studies”. Finally, participants take research modules and complete a thesis project. This is geared towards developing your practice in a particular area, helping to contribute to a particular movement, and is often produced in a format which will be accessible and useful to other people in that movement.

Participants will leave the course with a deeper understanding of how the politics of equality and inequality works in a range of substantive areas. They will have developed the skill of practicing "politics from below": active citizenship, civil society, community education and development, social movements and other forms of popular agency. They will have gained skill as a reflexive researcher, developed their writing and presentation skills and completed a practice-based research project. This is embedded within a wider learning community where participants are supported to stay connected after graduation and the course itself builds links with a range of different social movement projects. 

Warnings from current students:
“There’s a lot of self-evaluation and self-reflection.”

“Clear your timetable…. Really clear your timetable, take the opportunity to step back from your work.”

“I didn’t realise how much reflection is on the course.”

Contact and admissions
The course website is http://ceesa-ma.blogspot.com. Application is via the HEA’s online PAC system, at http://www.pac.ie. The course code is MHA64; the deadline for applications is Tuesday April 30th 2013. The minimum requirement is a primary degree (BA etc.) in social science, humanities or adult education at 2:2 level, or the equivalent. For any queries, please contact the Dept. of Sociology, NUI Maynooth, Co. Kildare, Ireland at sociology@nuim.ie or (+353-1) 7083659. Our website includes information on fees, grants and scholarships for 2012 - 13 and will shortly be updated to integrate all this information for 2013 - 14 entry.

Admission is by interview with staff members, and offers of interview are made on the basis of the online application. Your personal statement is particularly important in this, because this is a practitioner course which is geared towards supporting you in developing your own practice. 

However, you should not feel that you have to have a particular level of experience in order to be accepted on the course. We accept students at all levels, from school-leavers who had just completed an undergraduate degree to mature students who have been active in movements for decades, and this classroom diversity is part of the richness of the course. Participants learn greatly from each other’s life experiences and organising knowledge, intellectual perspectives and political traditions. The personal statement helps us to gauge how each participant might gain from the course.

A student says:
“The main thing I enjoyed from the course was not what we learnt but how we learned it. For me the mix of people in the class was electric and we all learned so much from each other.  In a way I didn’t feel like I was going into ‘college’. This was greatly encouraged from the lecturers who by the way are experts in their fields and are always at hand for guidance, advice and criticism.  In a way I even feel awkward calling them lecturers as the whole learning process for me was so far removed from what most are used to in a college setting. 

As regards the material, like all reflection and philosophising, one day you could be disillusioned with everything, doubting and questioning everything you ever stood for while the next day you want to take on the world, but what kept it together was the energy and camaraderie and that we were all in it together.  I hope courses like this and more importantly the whole critical way of learning together is mirrored in other colleges and institutions. And for those like ourselves who are serious and committed about what we do, there is no time like the present to do this course. I already feel the knowledge I gained and more importantly the network of people I have met will be vital to any campaign or project I will be involved with in the future.”

Wednesday 13 March 2013

Austerity summit protests across Europe

Those who remember the 2004 Mayday protests in Dublin will not be surprised that a planned European demonstration against austerity at the EU summit has been banned by the Brussels police.

The "democratic deficit" in the EU is not simply a technical problem of finding the right "fix" - it is the fundamental problem of the fact that European people do not want more austerity, and the EU is fully conscious that its policies lack consent - to the extent that serious protests are banned.

For more details on the protests across Europe - called by such dangerous, anti-democratic groups as, em, AfrI, ATTAC, Debt Justice Action and so on - see this site.

The Lady doth Protest conference, Nottingham

A fascinating conference programme:

The Lady Doth Protest... 
Mapping feminist movements, moments, and mobilisations

Nottingham, 21 - 23 June.

Full details including programme here.

Tuesday 12 March 2013

Why has Irish anti-austerity protest not matched Spanish levels?



The NUIM Department of Sociology, one of CEESA's two parent departments, will be hosting Dr Cristina Flesher Fominaya for two years from autumn 2013. Dr Flesher Fominaya has been awarded the prestigious Marie Curie Intra-European Fellowship for a research project entitled ‘Contentious politics in an age of austerity: a comparative study of anti-austerity protests in Spain and Ireland’, working with Prof. Seán Ó Riain, who
is also working on a five year research project comparing change in European capitalisms and workplaces.
The two-year project will research Irish and Spanish social movements to explain their emergence, development and dynamics and the differences between their responses to austerity in the two countries. The question of why the Irish response has not been comparable to the levels of protest and resistance seen in Spain, Greece or Iceland has been widely discussed on an anecdotal basis; this project represents the first systematic attempt to answer it as a piece of public sociology.
Dr Flesher Fominaya is founding co-chair of the Council for European Studies’ social movements research network, founding co-editor of the social movements journal Interface and gave the keynote address at the 2011 Maynooth conference on social movements. She has published widely on social movements, gender, culture and political violence and has two books forthcoming: Social movements and globalization: challenges, possibilities and dynamics (Palgrave MacMillan) and Understanding European movements: new social movements, global justice struggles, anti-austerity protests (Routledge, co-edited with Laurence Cox). She brings a particular expertise in comparative European research and the study of autonomous (non-institutional) social movements to this project.
The Dept of Sociology at NUI Maynooth is Ireland's leading centre of excellence in social movement studies. It has several members of staff and a number of PhD students working in the area; a research cluster in Critical Political Thought, Activism and Alternative Futures; a dedicated MA in Community Education, Equality and Social Activism (co-hosted with Adult and Community Education); and undergraduate modules in the field. The department is the base for the journal Interface, now in its ninth issue; hosted Ireland's first social movements research conference since 1998 as well as a long-running series of research seminars and workshops in the area; and has been awarded an Irish Research Council collaborative grant (€100,000) as well as the Marie Curie scholarship for social movement research projects. 
During the project Cristina will work closely with other researchers and students, including participants on the CEESA course, as well as engaging more widely with movement practitioners. We look forward to it!


Monday 11 March 2013

CEESA thesis topics to date

A key goal of the course is to support students in carrying out research that will be a genuine contribution to their practice as educators and activists, and which will be read and used by their peers. The thesis usually grows out of a student’s own activism or educational work and emerges over the year as the experience of the course helps them to think about their questions differently. We encourage theses which are at least in part in a format which is used by participants in the field. Past theses have included toolboxes and workshops, DVDs and interview recordings, poetry and a school curriculum as part of the overall thesis. 

The process should involve genuine learning and not simply document a known problem. We also aim to produce theses which do not simply “sit on the shelf”, as is all too often the case with research aimed at “raising awareness” which do not reflect on audience, distribution and the interests of the mainstream media and academia – and with research aimed at policy-makers when it is not convenient for them. In other words a CEESA thesis is about real learning that has a real effect in the world.

In broad terms theses follow the three main areas of the course. Some arise out of the practice of popular education and are intended as contributions to that; some arise out of the struggle for equality; and some come from the needs and problems of social movements. Below is a rough list of general topics pursued in CEESA theses over the first three years. An archive of theses is being developed and we hope to make it publicly available around May 2013. 

This is not an exact list of titles for a range of reasons but rather an indication of the kinds of areas which course participants have researched to date, for the benefit of people considering taking the course. If anyone feels this is a misrepresentation of their thesis please drop us a line!

Social movement practice

  • The voices of women in the water charges movement
  • A grassroots anti-water charges community campaign
  • Articulating and systematising the principles developed in a working-class women’s community project
  • A toolkit for rural community organisers trying to make “the system” work for them
  • Participatory action research among environmental justice campaigners to share what they have learnt over the years with other communities who are now facing similar problems
  • The politics of NGO alliances with community-based environmental struggles
  • Ethnic tensions in ecological direct action
  • An oral history project among long-term community activists in an inner-city area
  • A local history of social movements in a single city
  • Graffiti and gentrification
  • Life histories of activists engaged with alternative spirituality
  • Assessing a programme of personal sustainability for activists
  • The strategic choices involved in food politics
  • The role of social media in the Arab Spring
  • Activists in the Egyptian revolution
  • Overcoming the barriers to large-scale mobilising around housing issues
  • Radical politics among soccer fans 
  • The policing of protest

 

The struggle for equality

  • Migrant women's self-organising
  • Poetry, women’s experience of migration and the struggle with boundaries of culture and states
  • A toolkit for workers in women’s refuges doing artwork with children
  • The role of art in movements for reproductive choice
  • The experiences of addicts in oppressive residential institutions
  • Social policy on drugs and associated services
  • The struggle for recognition of Irish Sign Language
  • Barriers to independent living for people with impairments
  • Mapping rural homelessness
  • Struggling with the issue of sibling incest
  • Social capital in small-town organising
  • The struggle for reproductive rights in Ireland
  • Single mothers and the reproduction of masculinity
  • Gender issues in the GAA
  • Video games and patriarchy
  • A participatory action project developing interfaith work around social justice

 

Radical education

  • Popular education and women's empowerment
  • The potential role of critical education in community settings
  • Developing a civil rights curriculum for secondary school students in the Mississippi Delta
  • Understanding the choices traveller children make in leaving or staying in education
  • The politics of deaf education
  • Community gardening as popular education
  • Developing an equality initiative for secondary schools
  • Poverty and educational disadvantage – the community education response
  • The challenges of politicising secondary school students and adults
  • The impact of institutionalised homophobia on GLBTQ teachers in Ireland
  • Participant research on the college experience and life choices of mature students
  • The practice of Theatre of the Oppressed