By Sydney Lang I initially viewed CREST through the lens of Freire’s pedagogy of oppression, where the oppressed can only be freed from their position through a change in individual consciousness, which is accomplished through problem-posing education and critical thinking on social issues. However, within the formal curriculum at CREST, I did not witness any … Continue reading →

By Sara Christensen During my time at CREST, I observed three main spaces that the students in the CREST program occupied: the CREST campus, the student hostels, and the convent in which the theatre workshop occurred. The theatre workshop existed as a week-long culmination of Batch 23’s program, in which the students explored, utilized and … Continue reading →