Abstract
ABSTRACTGallagher and Sahni elaborate on their decade-long collaboration, focussing here on their latest multi-sited ethnographic study, Youth, Theatre, Radical Hope and the Ethical Imaginary: an intercultural investigation of drama pedagogy, performance and civic engagement (2014–2019) and the pedagogy and theatre work carried out at Prerna School for girls in Lucknow, India. In particular, they elaborate on Prerna’s feminist and performance pedagogy and the central role of care both in the classroom and embedded within the larger organizational framework and culture of the school. Using two illustrations of performance pedagogy, the authors detail how the young women are rehearsing a form of ‘misfit citizenship’, resisting gender oppression and using collective theatre-making to transform the culture-as-given.
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