Transformative Theater

This chapter explores how Javanese folklore performance, particularly the play Ande-Ande Lumut, fosters peer helping and communal values in inclusive classrooms. Conducted at London School Beyond Academy (LSBA), the study uses a participatory action research approach involving neurotypical and ASD students. Grounded in social learning theory and PMII, the project revealed three key domains of peer interaction—helping others, talk, and play—emerging through collaborative rehearsals. The character Kleting Kuning became a moral lens for empathy and reflection. Folklore served as both cultural and clinical scaffolding, enhancing communication, inclusion, and emotional growth. The findings support inclusive education and SDG 10 by demonstrating that culturally grounded performance can empower neurodiverse learners and build equitable participation.