UN-PENNED HEARTS: A PERFORMANCE ETHNOGRAPHY TRANSFORMING STUDENTS’ LIVES THROUGH THEATRE ARTS

Back to Page Authors: Vestina Karen Oates

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Keywords: underrepresented youth, theatre arts pedagogy;, performance ethnography, transformative education

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Abstract: This performance ethnography explores the role of Theatre Arts in giving voice to fifteen partici-pants’ lived experiences as they navigate systems of oppression in pursuit of higher education. How can Theatre Arts influence social transformation on students from an urban college as they navigate cultural trauma? is understood through Boal’s (1973) Theatre for Social Change Theory alongside Foster’s (1993) Other Mothering framework. Data collection methods included jour-nals, focus group interviews, observations and a vlog. Three recommendations emerged regarding strategies for designing context responsive curricula; Relationships, Responsiveness and Resourcefulness (3Rs). Findings revealed that the frameworks allowed for the social transformation of underrepresented youth by providing equitable, inclusive and quality education that redirects and empower students in marginalized communities, create meaningful existence.

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