Intersectionality and Solidarity in Curriculum-Making Theatre Encounters with Marginalized Youth Researcher-Artists
Keywords:drama research urban youth, solidarity, applied theatre, public pedagogy
AbstractIn this article, drawn from my doctoral study, I argue that applied theatre encounters can serve as methods of Deweyian social inquiry and as curriculum-making events that illuminate how youths perceive their roles in social resistance and that offer them an opportunity to serve as artists, researchers, activists and public pedagogues. I situate the study in the field of curriculum studies by placing the research project itself in relation to a William Doll’s 4Rs model of curriculum principles: Richness, Recursion, Relations and Rigor. I posit that the research-based applied theatre practice of ethnodrama can potentially serve as an educational space wherein marginalized youths can integrate qualitative research and experiential knowledge as facilitators of a more just society. The 12 racialized, socioeconomically under-resourced youth participants in Toronto focused on intersectionality and solidarity in their ethnodrama action project. I explore the pedagogical, political and artistic choices these youths made in the process of both devising and presenting their original theatrical piece.
How to Cite
Rhoades, R. (2018). Intersectionality and Solidarity in Curriculum-Making Theatre Encounters with Marginalized Youth Researcher-Artists. Journal of the Canadian Association for Curriculum Studies, 16(1), 185–198. Retrieved from https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40358
Aesthetics, Embodiment and Well-Being
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