b'they asked you to eat breakfast. The detrimental effect of this comment was She concludes by emphasising that power dynamics are always present in ap-evident; this teacher-child conflict produced a clear negative affect (Mashburnplied theatre and require ongoing awareness from facilitators:and Pianta, 2006: 163). The boys instantly paused, appearing visually deflated, and experimented with less creativity throughout the following prompts, reinforcingPower hierarchies do not instantly disappear when you practice applied theatre, Chois observation that childrens Relationships with the significant adults in theirno matter how good your intention. It requires an active effort from the facilitator to lives are a main resource for their own development (Choi and Dobbs-Oates,understand the complexities of their individual identity in order to realise their2015: 1). This moment was a clear failure as they responded to the stimuli relational positionality in the specific context of the environments in which they precisely as we wanted. Two of us went over to their group, stating that we lovedpractice. Once someone understands their privilege, they can first understand their creative response and that it was clear they had understood the task. I if they are the right person for this role, what to research if they are, and how to believe that this was an ineffective way to deal with the situation as it was notconduct themselves within the space. Applied theatre can aim to become a more equal to their public correction, which highlighted their seeming inability to inclusive practice that enriches and platforms ostracised individuals rather than understand and complete the task. This decision was informed by my awarenessperforming hegemony. It can be so, if practitioners remain inquisitive and continue of my positionality as an external facilitator: I was hesitant to speak out, as to interrogate their own practice and that of others, with the active and continual correcting a teacher would make me feel uncomfortable due to my understandingquestioning of intention, impact, and privilege.of the power hierarchy, particularly with an undergraduate external practitioner correcting a teacher. But by failing to speak out, I was putting my comfort as afacilitator above my participant, which was unjust. However, this discomfort speaks to a common issue within the short-term facilitator field, where facilitators exist in a liminal space - not belonging to the place in which they teach, yet still holding power in the room - and navigating how this power engages with others in positions of power, in this case, a teacher. It must be acknowledged that it is also a privilege to be external practitioners, and not full-time teachers, having the agency to exercise creative liberties, and not be pressured to operate directly under the curriculum to produce measurable results. This teachers misunderstanding of the task perfectly personified the education systems lack of understanding of the importance of creativity and oracy to childhood development. It is evident that the primary education system is facing increasing academisation. With the continued elimination of creative play and conversation-based learning, this will result in theChoi, J.Y. and Dobbs-Oates, J. (2015). Teacher-Child Relationships: Contribu-education system becoming even more rigid in its perceptions of what is wrongtion of Teacher and Child Characteristics. Journal of Research in Childhood and right, leaving little room for the cultivation of curiosity and experimentation.Education, 30(1), pp.1528. This continued academicisation is paired with the inability to establish oracy as a vital skill for the development of children, with only a brief mention in the LiteracyDepartment for Education (2013). The National Curriculum in England Key and Language section of the UK national curriculum stating that Fluency in theStages 1 and 2 Framework Document. [online] gov.uk. Available at: https://English language is an essential foundation for success in all subjects. dera.ioe.ac.uk/id/eprint/18300/1/PRIMARY_national_curriculum.pdf. Ac-(Department for Education, 2013: 10). While highlighting its importance in cessed 25th June, 2025.developing vocabulary, knowledge, and negotiating; the importance of oracy isKershaw, B. (1999). The Radical in Performance: Between Brecht and Baudril-then reduced to its development of written skills: This will enable them to clarifylard. London: Routledge.their thinking as well as organize their ideas for writing (Department for Education, 2013: 10). This inability to recognise that oracy is of individual importance has Mashburn, A.J. and Pianta, R.C. (2006). Social Relationships and School resulted in a clear deficit of the skill within children. It should be no surprise thatReadiness. Early Education & Development, 17(1), pp.151176. the government has established oracy of minor importance, with the educationThomas, L. (2021). Statistical Release. [online] Available at: https://assets.system being built on rigid, prescriptive expectations based on academic publishing.service.gov.uk/media/614a16fad3bf7f05b7bcb6d4/transport-dis-attainment and achievement.ability-and-accessibility-statistics-england-2020.pdf Accessed 25th June, 2025.18 19'