Performing to Understand: Cultural Wealth, Precarity, and Shelter-Dwelling Youth

Autor/inn/en	Gallagher, Kathleen; Rodricks, Dirk J.
Titel	Performing to Understand: Cultural Wealth, Precarity, and Shelter-Dwelling Youth
Quelle	In: Research in Drama Education, 22 (2017) 1, S.7-21 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-9783
DOI	10.1080/13569783.2016.1263556
Schlagwörter	Foreign Countries; Theater Arts; Theaters; Youth Programs; Youth Opportunities; Poverty; Social Justice; Qualitative Research; Drama Workshops; Dramatics; Observation; Cultural Capital; Homeless People; Disadvantaged Youth; Art Education; Art Activities; Canada + Suchen Sie Ihr Suchwort? Ausland; Theaterwissenschaft; Jugendsofortprogramm; Armut; Soziale Gerechtigkeit; Qualitative Forschung; Schauspielunterricht; Dramatik; Beobachtung; Homeless person; Homeless persons; Obdachloser; Benachteiligter Jugendlicher; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Künstlerische Tätigkeit; Kanada
Abstract	Collaborating with "Project: Humanity," an acclaimed socially engaged theatre company, we mobilized, over 16 weeks, an applied theatre methodology of drama workshops and traditional qualitative research methods to explore issues of spatialized inequality and localized poverty with a youth shelter community in Toronto, Canada. Observations gleaned through drama activities provided graphic evidence of the multiple and overlapping socio-economic pressures and limited infrastructural and personal support experienced in their young lives. In this article, we use critical race theory to trouble majoritarian narratives of access, capacity, and success. In particular, Yosso's [2005. "Whose culture has capital? A critical race theory discussion of community cultural wealth." "Race, Ethnicity, and Education" 8 (1): 69-91] typology of "community cultural wealth" has allowed us to reconsider the idea of "capital" as it is exploited by youth in creative engagement with the material precarity of their daily existence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01