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ABSTRACT
This study outlines and analyzes the effectiveness of a reflective collaborative inquiry model developed for the programmatic and curricular revisions of ‘Act Out Justice’ (AOJ), a theatre for social change youth program through a partnership between Orlando Repertory Theatre and the University of Central Florida. The authors identify a nine-step process for collaborative teams utilizing a fusion of personal narrative, reflection, and dialogue. This account guides the reader through the AOJ reflection and revision process, articulating how the process revealed four concrete programmatic and curricular changes. The paper provides a model for collaborative reflective inquiry applicable to collaborative teams working with youth.
Acknowledgments
The authors gratefully acknowledge the 2018–2019 Act Out Justice high school students, classroom teachers, and assistant teaching artists Morgan Cobb, Ximena González, and Arius West for their contributions to this work.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Elizabeth Brendel Horn
Elizabeth Brendel Horn The University of Central Florida (UCF) and Orlando REP collaborate in partnership through the UCF MFA Theatre for Young Audiences (TYA) program. is an assistant professor in TYA at UCF.
B. Caine
B. Caine is a graduate candidate in TYA at UCF.
M. Katsadouros
M. Katsadouros is the Education Coordinator at Orlando REP.
E. Freeman
E. Freeman is the Community Engagement Director at Orlando REP.