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Playmaking for Girls, founded by Rachel May and directed by Susie Spear Purcell, assembles a diverse ensemble of teaching artists committed to using playwriting and performance to help with incarcerated and formerly incarcerated teen girls to help them think and thus act for themselves’ (Freden, 2001, p. 70). These teaching artists, with the guidance of Synchronicity Performance Group, understand that literacy is a civil right for adjudicated youth. Their aim is to demonstrate that this kind of programming can allow these young women to re-enter schools, the workplace, and their communities with a sense of integrity and possibility.
Maisha T. Fisher (Tue,) studied this question.