http://hdl.handle.net/2451/75080 Sat, 11 Apr 2026 04:44:53 GMT 2026-04-11T04:44:53Z http://hdl.handle.net/2451/75222 Title: “Yet through such connection…” Building Anti-Racist and Culturally Responsive Drama Programs in Rural Communities Authors: Howland, Ryan Abstract: With the rise of white supremacist ideologies in the United States in recent years, the need for more place-based anti-racist teaching practices has become increasingly apparent, especially in rural areas where resentment towards ‘liberal,’ urbanized society is often embedded within the identity of rural folks. Educational theatre practices can help students in these places practice empathy and learn about the experiences of others outside of their own bubble of understanding. How can theatre classrooms, specifically in culturally hegemonically white, rural communities, teach in more intentionally anti-racist and culturally inclusive ways? In this article, the author outlines the process of creating a verbatim documentary theatre script, or ethnodrama, entitled Yet through such connection… based on interviews with teachers, parents, former students, community members, and artists who were or are currently involved in high school theatre programs in rural Vermont that seeks to answer this question. Conversations with the community following the creation of the piece highlight the need to release the internalized shame some folks have living in a homogenous community, recognize student and community experiences, and create place-based, student story led performance opportunities that can open the door to anti-racist and inclusive dialogues. Thu, 01 Dec 2022 00:00:00 GMT http://hdl.handle.net/2451/75222 2022-12-01T00:00:00Z http://hdl.handle.net/2451/75221 Title: Fostering Creativity and Community in Politically Polarized Environments: A Reintegration of Community-Engaged Practices to Develop Community-Framed Definitions of Equity, Diversity, and Inclusion Authors: Kujawa, Lindsay Abstract: "On May 18, 2021, I awoke to a New York Times article about my small town in the middle of Wisconsin entitled: ""A ''Community For All''? Not So Fast, This Wisconsin County Says."" (Epstein, 2021). Marathon County was attempting to pass a resolution stating that it was a place that celebrated and embraced equity, inclusion, and diversity. Crafted using standard national talking points around this topic, these three words created a firestorm that divided the community. This aesthetic Inter-subjective, auto/ethnographic case study examines the polarizing impact of ""equity, diversity, and inclusion"" in a non-metropolitan county. Emergent data suggests that broad definitions of these words minimize the unique and fractal nature of the issues specific to a locality. Analyzing the data through the theories of rural consciousness (Cramer, 2016) and the anti-critical race theory movement (Rufo, 2021), the study demonstrates the need for nuanced community-framed definitions of equity, diversity, and inclusion. This article explores ways a re-evaluation of arts-based community-engaged practices could utilize concepts of community consciousness to create and dismantle contentious, politicized ideology through artistic interventions. Thu, 01 Dec 2022 00:00:00 GMT http://hdl.handle.net/2451/75221 2022-12-01T00:00:00Z http://hdl.handle.net/2451/75220 Title: Culturally Responsive Drama Authors: Gorelov, Lauren Abstract: What does culturally responsive teaching look like in the drama classroom? As a former NYC public high school teacher and current arts practitioner and educator, I’ve learned that implementing lessons where students feel valued and empowered, focusing on empathy and ensemble in the classroom, removing the teacher from a central classroom role, and actively listening are all facets of both theatre education and culturally responsive teaching. The following article details lists of dramatic activities that provide pathways into students' points-of-view and voices. They are specifically formulated to help create empathy among students and promote risk-taking and perseverance. It is my hope that this article, along with its coordinating website, will serve as a toolkit for educators wanting to incorporate cultural responsiveness in their drama classrooms but are struggling with the “how.” Thu, 01 Dec 2022 00:00:00 GMT http://hdl.handle.net/2451/75220 2022-12-01T00:00:00Z http://hdl.handle.net/2451/75219 Title: Exploring Theatre from the Principles of Heart-Intelligence Authors: King, Kourtney Abstract: Both children and adults are wrestling with mental health problems in the United States. Workshops were held to introduce basic principles of Heart-Intelligence for improving mental health. In a five-week workshop, eight students aged 8-12 were selected from an elementary school in South Atlanta. The following article documents this practitioner’s experience facilitating this work in order to address the students' perspectives, providing them with the framework they need to reduce mental health issues such as depression, anxiety, and stress. Thu, 01 Dec 2022 00:00:00 GMT http://hdl.handle.net/2451/75219 2022-12-01T00:00:00Z