Although performance studies practitioners remain committed to body-centered pedagogy and sociopolitical issues such as racism, homophobia, and sexism, there is little empirical evidence to suggest the efficacy of this work. This essay presents a comparative assessment of a sexual assault intervention model influenced by Augusto Boal's work to a more traditional, didactic lecture and a standard control condition in the college classroom. After discussing various interactive and proactive performance models, quantitative evidence is introduced to suggest the efficacy of the intervention model.
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