"little words BIG ISSUES": Co-Creating an Applied Theatre Workshop with Young Women

Autor/inn/en	Fahmy, Sarah; Osnes, Beth
Titel	"little words BIG ISSUES": Co-Creating an Applied Theatre Workshop with Young Women
Quelle	In: Research in Drama Education, 28 (2023) 2, S.210-228 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fahmy, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-9783
DOI	10.1080/13569783.2022.2086039
Schlagwörter	Drama; Females; Diversity; Inclusion; Workshops; Middle School Students; Activism; Social Change; Responses; Social Problems; Program Design; Program Implementation; Leadership; Social Justice; Verbal Communication; Foreign Countries; Empathy; Language Usage; Program Development; Racism; Social Bias; Gender Bias; Guatemala; Colorado (Boulder) + Suchen Sie Ihr Suchwort? Schauspiel; Weibliches Geschlecht; Inklusion; Lernwerkstatt; Schulung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Aktivismus; Politischer Protest; Sozialer Wandel; Social problem; Soziales Problem; Programme design; Programmaufbau; Programmplanung; Führung; Führungsposition; Soziale Gerechtigkeit; Ausland; Empathie; Sprachgebrauch; Rassismus; Geschlechterstereotyp
Abstract	Recognising young women's authorship as a powerful force for civic change, we developed a creative framework for applied theatre that cultivates a space for young women to co-author "little words, BIG ISSUES": a diversity and inclusion workshop facilitated in cooperation with U.S middle school students. Activating girl-led activism through performance-based methods, students envisioned a more inclusive community by practising how to author responses to the hurtful little words that relate to big societal issues. We describe and analyse the programme design and workshop facilitation, and emphasise the value of young women's leadership in pursuing inclusivity in a variety of contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01