ABSTRACT
Like several urban public schools in the US, the Pittsburgh Public School (PPS) district faces a myriad of obstacles that hinder educators and administrators in meeting their vision of what education can and should be. Challenges include student hunger, poor facilities, achievement gaps, policing of schools, and high rates of suspension or expulsion due to zero tolerance policies. With the support of Pittsburgh Cultural Trust, Foster-Shaner began designing and facilitating Theatre of the Oppressed (TO) residencies for PPS elementary and middle school students with the goal of engaging students in critical explorations of themes around power, oppression, and social change. However, as these workshops proved difficult due to lack of time, resources, and institutional support, Foster-Shaner began creating an alternative model. In collaboration with educators and activists Gretchen Givens Generett, Michelle King, and Beth Sondel, she has been working to develop and facilitate TO workshops that analyze and disrupt systems of oppression in K-12 education (and beyond) through a program independent from conventional educational institutions. Supported by local grants, Let’s Act: Rehearsing the Revolution centers youth voices through an after-school program guided by a multi-racial team of adult leaders.
