This chapter is based on an action research project conducted at a secondary school in Oslo, Norway. It examines how ‘forum theatre’, rooted in Paulo Freire’s critical pedagogy, offers new perspectives on how to address controversial issues in religious education (RE). Most research on controversial issues is conducted according to a deliberative-democratic rationale that emphasises rationality and suggests discussion as a particularly suitable method; however, the challenges related to such discussions are well documented. Forum theatre offers an approach that differs from discussion in many ways. The critical framework centres power, oppression, empowerment and change, whereas drama-based pedagogy facilitates cognitive, affective and embodied participation and learning. The findings suggest that forum theatre increases students’ awareness of how power asymmetries and oppressions can be embedded in controversial issues and how power also manifests in nonverbal expressions. The challenges and potential pitfalls related to this approach are highlighted and discussed.