TY - JOUR AU - Rhoades, Rachel PY - 2018/08/31 Y2 - 2024/03/29 TI - Intersectionality and Solidarity in Curriculum-Making Theatre Encounters with Marginalized Youth Researcher-Artists JF - Journal of the Canadian Association for Curriculum Studies JA - JCACS VL - 16 IS - 1 SE - Aesthetics, Embodiment and Well-Being DO - 10.25071/1916-4467.40358 UR - https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40358 SP - 185-198 AB - In 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. ER -