To see and be seen as a fundamental right:Young people learn best in and from the worlds they inhabit. Curriculum and pedagogies that centre the everyday experiences of young people are most powerful.
Creative practices to dream more connected lives:The process of imagining community is critical to fostering hope. Trusting this process is critical to caring for the self and others.
Given the impact of the current world order on the social inheritance of young people, hope is, on one hand, a shared political alternative but can also be a deep source of divide:Perceived minority / majority identifications fundamentally shapes experiences and orientations of hope.
The trifecta of care:Early senses of hope are dominated by relationships with school peers, school teachers, and parents. These relationships provide opportunities to both listen and assert, to care and be cared for. Over time, these relationships change, contributing to reduced optimism about the future.
Care as responsibility to others:The ‘ensemble’ or collective process of theatre-making, underscores how struggle and disagreement, difference and solidarity are valuable experiences in an increasingly fractured world. Drama can afford young people a rehearsal space to develop care for self and others.