Fostering relationality when implementing and evaluating a collective-drama approach to preventing violence against women

The authors, the Community Education Team, implemented an intervention in s chools in southwestern Ontario to prevent violence against women. Using col lective drama as the medium to effect social change, we engaged students in high school and grades 7 and 8 in critical dialogue about issues of violen ce in their lives. We discuss how we fostered the feminist principle of rel ationality in our relationships with the students, their educators, and our selves as a team when we practiced collective drama and evaluated its impac t. We illustrate our reflections on doing feminist work with selected porti ons of our evaluation findings and excerpts from a formal dialogue among th e authors.