From “Discipline” to “Enlightenment”: A Study of the Transformation of Drama’s Role in Women’s Education and Its Contemporary Educational Applications

Abstract

Since its inception, theater has served an educational function, subtly influencing and reshaping audiences’ perceptions through embodied emotional experiences and public viewing mechanisms. Currently, the awakening of feminist consciousness is characterized by “imbalance, othering, and spontaneity,” necessitating a shift from emotional resonance to rational reflection; theater, in this context, serves as a potential vehicle for education. At the same time, as an integral group of characters on the theatrical stage, the evolution of female characters subtly reflects the trajectory of gender norms from traditional to modern times. Therefore, this study, grounded in the educational function of theater, systematically traces the historical evolution of female characters in drama and explores the prospects for applying theater in contemporary women’s education. Employing literature analysis and close textual reading, combined with practical case studies of educational theater, the study identifies three distinct phases in the evolution of drama: from “discipline” to “enlightenment,” and finally to “self-expression.” It concludes that drama serves as an effective educational tool to foster women’s awareness and affirmation of their own identities. The findings indicate that theater has not only undergone a historical transformation from a “tool of discipline” to a “medium of enlightenment,” but can also serve as an educational tool in contemporary women’s education, providing more robust cultural support for the deep-rooted acceptance of gender equality.