Classroom as the 'Third Theatre': Engaging with Badal Sircar's Theory and Praxis of Drama

Abstract

The paper examines the theory and practice of Badal Sircar, one of the pioneers of theatre practice in postcolonial India. It contends that Sircar's 'third theatre' or 'intimate theatre'—characterised by its abandonment of traditional theatre conventions and its strong political resonance for Indian audiences—provides a compelling model for transforming literature classrooms into participatory spaces. Drawing inspiration from Sircar's group Satabdi and their innovative, mobile, and non-commercial performances in everyday spaces, the paper argues that replicating the principles of third theatre in classroom settings can radically shift drama reading into a collaborative, purposeful, and socially engaged practice. By modifying spatial arrangements and fostering collective action, the classroom itself can become a site of social resistance and emancipation. This paper outlines three specific ways Sircar's experimentation offers a model for vibrant and democratic drama pedagogy, in which the class can work as a community, thinking, speaking, and acting together to bring about social action