Performing Curriculum Inquiry: Adult Latinas’ Literacy and Advocacy Development Through Participatory Theater

• In Event: Performing Self: Tracing Art and Identity as Method

Abstract

Using a theater-based methodology, the purpose of this paper lies in operationalizing participatory forms of curriculum inquiry that contribute to the power of education research. This study analyzes the innovative role of theater in the context of adult Latina literacy development. In addition, this study addresses the strengths and caveats of this theater methodology. Ultimately, this work urges the larger community, including educators, psychologists, and policy makers to collaboratively formulate innovative methodologies that challenge structural issues of gender and race-based violence from necessary epistemological stands.

Author

• Rocío Sánchez Ares, Boston College