Joshua Rashon Streeter

Joshua Rashon Streeter is an educator, artist and scholar of color whose work centers on critical pedagogy, cultural responsiveness and drama education. He supports current and future educators in building classrooms rooted in equity, creativity and care through re-imagined professional learning experiences for pre- and in-service educators. As both an academic and a theatre-maker, Joshua’s work bridges scholarship and artistry. He directs and develops new works in Theatre for Young Audiences and Theatre for the Very Young, often collaborating with interdisciplinary artists. Joshua loves to create work that is both aesthetically and narratively driven, exploring the interplay of light, objects, movement and music. 

Rashon Streeter is recognized nationally for his leadership in educational theatre, receiving honors such as the Ann Flagg Multicultural Award (AATE) and the Founders Award (EdTA). His scholarship on culturally responsive pedagogy and drama education is widely published, and his teaching and consulting reach classrooms, universities and arts organizations across the country. At the core of his work, Joshua believes theatre is a liberatory practice—one that empowers communities, reimagines education and sparks social transformation.

What is your favorite thing about Austin?
 

Theatre for Young Audiences, Applied Theatre, Creative Drama, Teaching Artistry

Critical Pedagogy, Drama Education, In-service and Pre-service Teacher Preparation, Participatory Action Research (PAR), Theatre for the Very Young (TVY), Theatre for Young Audiences (TYA), Faculty Development

• "Growing as Equity-Centered Teacher Educators using Drama-Based Pedagogy: A Community of Practice" in Teacher Educator Learning across the Professional Life Span
• "Miller in Schools" in Arthur Miller in Context
• "Equity-Focused Professional Learning to Combat Inequities in Teacher Training and Student Learning" in Disrupting Systemic Inequities in Education: Critical Approaches to Teacher Leadership
• "Social Emotional Learning as Equity Work in Drama and Theatre Education" in Pathways to Joy and Meaning: Social Emotional Learning in Theatre Education
• "Humanizing the Curriculum: Exploring the use of Drama Pedagogy in Faculty Development" in The Routledge Companion to Drama and Education
• "Understanding Culturally Responsive Play through Drama-Based Pedagogy" in Professional and Ethical Considerations for Early Childhood Leaders and Research Anthology on Culturally Responsive Teaching and Learning
• "From Vision to Implementation: Re-examining Essential Practices for Applied Theatre with Youth" in Applied Theatre with Youth: Education, Engagement, Activism
• "Town Halls, Graffiti Walls, and Exploding Atoms: Dialogue, Engagement, and Perspective-Taking in Online Teacher Education" in The New Educator "Process Drama as a Liberatory Practice" in ArtsPraxis