En analyse af det dialogiske potentiale og den dialogiske praksis i forestillingen Bær Dit Ansigt

Lene Kjær Jensen, Anna Baastrup Rønne & Kristine Esrom Raunkjær

Student thesis: Termpaper


Abstract The aim of this project is to examine the theatrical performance Bær Dit Ansigt and the surrounding campaign Dit Liv. Dine Muligheder in the light of the unequal relationship between the target group – Muslim minorities in Denmark – and the sender – the Danish Ministry of Integration. In this optic, we want to assess both the dialogical potential and the dialogical praxis of the above mentioned performance by bringing into play the liberating theories of the Brazilian pedagogical thinker Paulo Freire. Throughout the analysis we show how the campaign materials are predominantly monological given that they are naturalising norms of the majority and thus constructing a hierarchy of values,which is not favourable for creating dialogue according to Freire. Freire’s ’s ideals of dialogue is based on mutual confidence and dualism between the involved parties, and this understanding we nuance by including the Russian philosopher, literary critic and semiotician Michael Bachtin and his concepts of polyphony in text, and the necessity to acknowledge the opposite position to and extend where the openness includes the possibility of rejecting ones own position. This presence of anti-dialogue in the materials leads us to argue for the emergence of what Freire calls the Banking System of Education, because the target group to a large extend is seen as ‘empty containers’ which the sender must deposit knowledge into. In this context, we have examined the dialogical potentials and praxis relating to Bær Dit Ansigt and conclude that the performance to a large extent is more dialogical than the rest of the campaign. This is mainly due to the confidence and the respect that the facilitator, Ali Sufi, and the rest of the actors demonstrate towards the target group. During the performance and the following debate between actors and audience, moments of true dialogue occurs by virtue of the openness of the different parties to assimilate the opposite position, where by moments of Problem-Posing education emerge through sporadic ‘student-teacher dualism’. When this is said, the picture is somewhat blurred by Ali Sufis eagerness to promote his own agenda, by which the debate shows tendencies towards anti-dialogue in spite of his underlying good intentions.

EducationsCultural encounter studies, (Bachelor/Graduate Programme) Undergraduate or graduate
Publication date10 Jan 2012
SupervisorsHelle Bach Riis


  • dialog
  • Paulo Freire