Integrative theater troupe and social enterprise as a "school of democracy"

This thesis examines how an inclusive theatre ensemble and an inclusive social enterprise can function as a "school of democracy." Drawing on a qualitative single-case study, I analyse how democratic learning among people with intellectual disabilities is shaped through the interconnectedness of theatrical, work-related, and community practices, primarily in recurring situations of everyday collaboration. A key role is played by framing and relational practices that shift the subject positions of people with intellectual disabilities from reductive roles as "objects of care" toward more agentic roles as actors and employees. The thesis shows that democratic learning does not take place only within the organization. The theatre and the guesthouse also function as contact zones in which experiences of recognition is realized through encounters with audiences and guests, with implications for development of cultural citizenship.