Bibliographic record
Abstract
What critical components are required to successfully engage youth in marginalized communities in meaningful theatre-making that truly represents local youth experience? SExT: Sex Education by Theatre is a youth theatre initiative founded to empower young people from a neighbourhood where talking about sex is a cultural taboo. This participatory action research involved designing, implementing, and evaluating an innovative intervention created in response to rising adolescent sexually transmitted infection (STI) rates and critical education inequities facing immigrant youth in Toronto, Canada. Nineteen peer educators, most with no prior theatre experience, were recruited from the local high school to devise and perform a new play about sexual health for their peers. Over seven years, iterations of the resulting award-winning play have toured nationally to newcomer and Indigenous communities, reaching over 10,000 young people. This chapter introduces SExT as a “by youth for youth” theatre initiative and shares the five mechanisms or pedagogical elements identified through qualitative analysis as responsible for its success: pleasure; creative engagement; personal and community relevance; role-play and embodiment; and vicarious role-play and modelling. The combination of these components proved critical for overcoming individual and structural barriers to youth participation, ensuring authentic youth representation, aesthetic achievement, and community impact.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.272 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".