Can the experiences of ‘learning-in-relation,’ and deep listening that emerge in collective theatre-making help participants understand the mutual imbrication of the environment, society, and culture at a time of ecological and socio-political polarization?
In our multi-sited research, youth demonstrate the self-organizing power of radical hope and its ability to produce closeness and community with others, those right beside us and those at great distances from us.
How do relationships among culture, identity, multiculturalisms, student engagement and theatre impact the lives of youth in schools and communities traditionally labelled ‘disadvantaged’?
The purpose of the study was to develop a theoretical and empirically grounded account of the dynamic social forces of inclusion and exclusion experienced by adolescents within their unique contexts of urban North American schools.
Increasing income and wealth inequalities in western nations point to the emergence of new and intense socio-economic, ethno-cultural, and spatial divisions in many cities. This project explores the policies and programs used to improve human well-being in urban environments.
What is the impact and sustainability of an applied theatre intervention on a school’s ability to address the issue of local poverty?
(PICSF) is a research project connected to the Toronto District School Board’s “Model Schools for Inner Cities” initiative.