A PRAGMATIC APPROACH TO THE TRUAMA OF MODERN SLAVERY THROUGH THEATRE FOR DEVELOPMENT

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ATULE EGWU EMMANUEL
W. S. ONOGU

Abstract

The practice of slavery was in existence among different ethnic groups in Africa before colonization. But more awareness was created by the Portuguese in the fifteenth century. Even though steps were taken in the later part of 18th century to abolish the phenomenon all over the world, the trauma that was experienced by the slaves and their relatives still lingers in their minds. Those, whose ancestors were victims of slavery particularly in some parts of Africa, are still being stigmatized. As if that is not enough, the illicit crime still exists in almost every community these days, as modern slavery. The question is how do we stop it? Attempts have been made by several organizations to enlighten communities on the evils of modern slavery and what it takes to be enslaved, but it still surfaces in our communities through human trafficking. People are lured into it through deception and coercion. This work therefore, is an attempt to discuss the trauma faced by the victims of modern slavery using theatre for development approach. It uses story to form the drama that showcases the ills of modern slavery which most victims have ignorantly engaged themselves. Suggestions have been given at the end of this work on how TFD can be used as tool for grassroots awareness against modern slavery. This work concludes that even though there was slavery before the coming of the colonial masters, the number of Africans that died, the pains they experienced and properties that were lost are not known till today. It therefore concludes that theatre for development should be used as a good step towards exposing the trauma that is involved in modern slavery.

Keywords:
Slavery, modern slavery, trauma and theatre for development

Article Details

How to Cite
EMMANUEL, A. E., & ONOGU, W. S. (2019). A PRAGMATIC APPROACH TO THE TRUAMA OF MODERN SLAVERY THROUGH THEATRE FOR DEVELOPMENT. Journal of Global Research in Education and Social Science, 13(2), 66-73. Retrieved from http://www.ikprress.org/index.php/JOGRESS/article/view/4449
Section
Original Research Article