Jena Mailloux

Topic

Fostering Inclusion for 2S/LGBTQIAP+ Youth in Northern Canada Through Research in Drama Education and Applied Theatre

Interdisciplinary Studies

Date & location

• Wednesday, April 10, 2024
• 10:00 A.M.
• Phoenix Theatre, Room 141

Examining Committee

Supervisory Committee

• Dr. Yasmine Kandil, Department of Theatre, University of Victoria (Supervisor)
• Dr. Monica Prendergast, Department of Curriculum and Instruction, UVic (Co-Supervisor)
• Dr. Belarie Zatzman, Department of Theatre, York University (Outside Member)

External Examiner

• Dr. Carmen Rodriguez de France, Indigenous Education, UVic

Chair of Oral Examination

• Dr. Sara Harvey, Department of French, UVic

Abstract

The purpose of this study was to explore the ways in which theatre can be applied in educational settings to foster inclusion and safety for 2S/LGBTQIAP+ youth located in remote communities within Northern Canada. The research took place in a remote community within the Northwest Territories (NWT), through a collaboration with teachers who lead the Queer Straight Alliance (QSA) club. By using methods of Community-Based Participatory Action Research, the study posed the following questions: (1) What are the experiences of inclusion and exclusion that 2S/LGTBQIAP+ youth have in a remote community within the NWT and how can theatre empower these youth to communicate the ways they feel accepted and safe within their school environment? (2) How can theatre serve as an effective training tool for educators located in remote communities to understand how to foster a school culture of inclusion for 2S/LGBTQIAP+ students? (3) According to the youth participants and their experiences, what are some ways of thinking that might lead to stigma surrounding gender identity and sexual diversity in remote communities, and how can theatrical interventions begin deconstructing these paradigms? To answer these questions, a series of theatre-based workshops were facilitated with youth participants who were active members of the collaborating secondary school’s QSA club. With information from the youth workshops, a theatre-based professional development workshop was also facilitated separately with educator participants who currently work at the collaborating school or the school district. This thesis outlines the background information, relevant fieldwork details, and final research findings of the study.