Audience Participation and Community Transformation: Contemporary Student-Led Theatre for Development Practice in Ghana

Abstract

Theatre for Development (TfD) has emerged as a powerful participatory methodology for catalyzing community transformation in Ghana, yet critical questions persist regarding how audience participation actually translates into sustained behavioral change and structural transformation. This article examines the role of audience participation in Ghanaian TfD projects through analysis of theoretical frameworks, established case studies, and recent student-led initiatives in local communities (2024–2025). Five key mechanisms of audience participation are identified: extended community entry, collaborative performance creation, interactive theatrical techniques, structured post-performance dialogue, and sustained engagement. Drawing on recent empirical evidence from four university-supervised TfD projects, all conducted by students from the Department of Theatre Arts at the University of Education Winneba, and reaching over 12,000 community members across diverse development issues; environmental sustainability, educational equity, public health, and economic empowerment, the study demonstrates that participatory theatre, when thoughtfully designed and implemented with authentic community partnerships and linkages to concrete resources, can contribute meaningfully to individual empowerment, community mobilization, and sustainable development outcomes. However, persistent challenges including power dynamics, resource constraints, facilitation capacity gaps, and sustainability limitations require deliberate strategies including inclusive facilitation, community control throughout project cycles, institutional alignment, and long-term commitment from practitioners, policymakers, and development institutions. The evidence suggests that TfD’s transformative potential can be realized by embracing participation as a technique of redistributing power to marginalized voices in development processes.