“Theatre at the University”: Reimagining Pedagogy, and Institutional Culture in Algerian Higher Education; a Paradigm Shift or an Isolated Non Continuous Experiment?

Abstract

This article examines the pedagogical, cultural, and institutional implications of “Theatre at the University” (الجامعة رحاب في المسرح( , a 2024 inter-ministerial initiative jointly launched by Algeria’s Ministry of Culture and Ministry of Higher Education. Implemented as a pilot program at the University of Algiers 2, and in cooperation with the Algerian National Theater, the initiative offered intensive, weeklong workshops in directing, acting, and dramatic writing, delivered by practitioners from the Higher Institute of Performing Arts in collaboration with university faculty of foreign languages. Through a qualitative case study approach, we analyzed data collected from 63 students and 4 instructors via multilingual open-ended questionnaires. The study engages four intersecting theoretical frameworks: Freire’s (1970) «Critical Pedagogy», Bourdieu’s (1986) «Theory of Cultural Capital», and «The Capabilities Approach» of Sen (1999) and Nussbaum (2000). Findings reveal that the workshops significantly enhanced affective engagement, self-confidence, and a sense of belonging among students, particularly those outside of arts disciplines. Participants linked theatrical practices to academic growth in fields such as translation, psychology, and media studies, reporting gains in empathy, public speaking, and critical analysis. Multilingual performance was perceived as both expressive and liberatory, allowing students to explore hybrid identities and decolonize normative academic discourses. Despite overwhelmingly positive feedback, participants also pointed to structural limitations, such as short duration, lack of follow-up mechanisms, and limited institutional recognition. The article concludes that while «Theatre at the University» holds transformative pedagogical potential, its long-term impact depends on policy integration, sustainable funding, and the formal embedding of performative pedagogy within Algeria’s higher education landscape. Theatre, in this context, is not an extracurricular add-on but a critical vector of interdisciplinary learning, identity formation, and educational emancipation.