In this analysis of a performance-based collaboration, I argue that affect and relationship-building are vital tools in shifting cultures that stigmatize mental illness and social difference. I explain the context, logistics, and impact of a project which served as a community-based learning experience for college students. Embracing an ethics of care complemented the foundational principles of community-based performance to deepen the project's educational and affective impact on participants.
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Green, Sharon L.
"Integrating Affect and Advocacy: Suicide Prevention Education and Community-Based Performance,"
Pedagogy and Theatre of the Oppressed Journal: Vol. 3
, Article 4.
Available at: https://scholarworks.uni.edu/ptoj/vol3/iss1/4